Touchstones are projects that illustrate your comprehension of the course material, help you refine skills, and demonstrate application of knowledge. You can work on a Touchstone anytime, but you can't submit it until you have completed the unit’s Challenges. Once you've submitted a Touchstone, it will be graded and counted toward your final course score.
Touchstone 1.1: Engage with a Work of Research
ASSIGNMENT: For this essay, you will select one of the articles provided below and engage in a 2-3 page summary and response dialogue with the source. This will involve providing a detailed summary of the source's argument and responding to that argument with your position based on the information provided in the source.
Article Option 1: "The Recess Debate: A Disjuncture between Educational Policy and Scientific Research"Article Option 2: "Sugar in School Breakfasts: A School District's Perspective"Sample Touchstone
A. Assignment Guidelines
DIRECTIONS: Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Article Summary
❒ Have you communicated the source's purpose?
❒ Have you included all of the source's main points?
❒ Have you restated the source's argument in your own words?
2. Article Response
❒ Have you provided your perspective on the source's argument?
❒ Have you used specific examples from the source to illustrate why you either agree or disagree with the argument?
3. Reflection
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
B. Reflection Questions
DIRECTIONS: Below your assignment, include answers to all of the following reflection questions.
1. What ideas originally came to mind when you first read through the article? Did your initial response to the article change after reading it for a second time? (3-4 sentences)
2. How does paying attention to the way you respond to a source help you formulate your stance on a topic? (2-3 sentences)
C. Rubric
Advanced (90-100%)
Proficient (80-89%)
Acceptable (70-79%)
Needs Improvement (50-69%)
Non-Performance (0-49%)
Source Summary
Summarize the main argument of a research source.
Provides a complete and accurate summary of the article’s main purpose and argument in the writer’s own words.
Provides an accurate summary of the article’s main purpose and argument in the writer’s own words.
Provides an accurate summary, but relies too heavily on source quotations.
Provides an incomplete summary of the article’s main purpose and argument and/or relies too heavily on source quotations.
Does not provide a complete and accurate summary of the article’s main purpose and argument in the writer’s own words.
Source Response
Articulate a response to the argument presented in a research source.
Constructs a thoughtful and academically appropriate response to the source, incl ...
Following the Topic Selection Guidelines below, choose an argumentat.docxalfred4lewis58146
Following the Topic Selection Guidelines below, choose an argumentative topic to research. This will be your topic throughout the entire course, so the activities required for this assignment will provide the foundation for your future Touchstones. The topic for an argumentative research paper must be a debatable topic, meaning that it involves conflicting viewpoints. Additionally, it cannot be a topic that is already decided or agreed upon by most of society. You will need to take a firm position on the topic and use evidence and logic to support the position. Touchstone 1.2 includes a research question, a working thesis, a detailed outline, and a reflection on this pre-writing process.
A. Topic Selection Guidelines
DIRECTIONS:
You may choose any topic you wish as long as the topic has two clear sides and is not agreed upon by most of society. Your topic should be current, appropriate for an academic context and should have a focus suitable for a 6-8 page essay.
B. Research Guidelines
DIRECTIONS:
Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Research Question and Working Thesis
Keep in mind:
The research question and working thesis are the driving force behind your research and eventual argument.
❒ Your research question should be a single sentence, framed as a question.
❒ Your working thesis should be a single focused sentence, framed as a statement that takes a clear position on the research question.
❒ Include your research question followed by your working thesis.
2. Detailed Outline
Keep in mind:
Your detailed outline provides a map of the argumentative research essay that you will write, including your key claims and the sources that support them. You may not have all your sources yet, and that is fine. The outline is a way to organize your essay and determine which areas (e.g. your sub-points) will require researched evidence as support.
❒ Headings: one for each paragraph with a brief label of the paragraph’s controlling idea(s); at least 7 body paragraphs, an introduction, and a conclusion
❒ Introduction includes your working thesis.
❒ Body paragraphs should each have their own unique title and key points.
❒ Conclusion includes notes on your final thoughts.
❒ Subheadings: two to five for each paragraph, below each heading, indicating key points that support the controlling idea
❒ Sources: one to three for each subheading, as relevant, indicating the support for the key point
❒ For each source, include the author’s name and the idea or information relevant to your argument (e.g. “Lappé on mono-cropping corn/soy and production”).
3. Reflection
❒ Have you displayed a clear understanding of the research activities?
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
C. Reflection Que.
A. InstructionsRemember the word argument” does not mean a fi.docxdaniahendric
A. Instructions
Remember the word “argument” does not mean a fight in a writing context. An academic argument is more like a thoughtful conversation between two people with differing viewpoints on a debatable issue. However, you are required to take a position on one side of the issue.
Your submission must include an APA style reference page following the essay. In your research, you will need 2-4 credible primary or secondary sources to use as support in your essay.
On a separate page, below your reference page, include thoughtful answers to the Think About Your Writing questions. References and Think About Your Writing questions are NOT included in the word count for this essay.
B. Think About Your Writing
Below your reference page, include answers to all of the following reflection questions.
1. What have you learned about how to present a strong argument? How could/will you apply this knowledge in your professional or everyday life (3-4 sentences)?Sophia says: Think about the specific skills and techniques that you used while developing and writing your essay. What tools will you take with you from this experience?
2. Consider the English Composition I course as a whole. What have you learned about yourself as a writer (5-6 sentences)?Sophia says: What did you learn that surprised you? Is there anything that you have struggled with in the past that you now feel more confident about?
C. Argumentative Essay Guidelines
Refer to the checklist below throughout the writing process. Do not submit your research essay until it meets these guidelines. Print this checklist!
Argumentative Topic and Thesis Statement
❒ Have you included a thesis that takes a clear, specific position on one side of a debatable issue?
· If you'd like to have your thesis statement reviewed prior to submitting your full essay, you may email your thesis to [email protected] with "Working Thesis" in the subject line.*Argument Development
❒ Are all of the details relevant to the purpose of your essay?
❒ Is the argument supported using rhetorical appeals and source material?
❒ Is your essay 4-6 pages (approximately 1000-1500 words)? If not, which details do you need to add or delete?Research
❒ Have you cited outside sources effectively using quotation, summary, or paraphrase?
❒ Are the sources incorporated smoothly, providing the reader with signal phrases and context for the source information?
❒ Have you referenced a range of 2-4 credible sources?
❒ Have you included an APA style reference page below your essay?Organization and Flow
❒ Is there an introduction, conclusion, adequate body paragraphs, and a counterargument?
❒ Is the argument presented in a logical order and easy for the reader to follow?
❒ Are there transitions within and between paragraphs?Style
❒ Are the word choices accurate and effective?
❒ Are the sentence structures varied?Conventions and Formatting
❒ Have you properly cited your sources according to APA style guidelines?
❒ Have you double-checked for ...
Touchstone 2.1 Evaluate a SourceASSIGNMENT For this essay, y.docxnovabroom
Touchstone 2.1: Evaluate a Source
ASSIGNMENT:
For this essay, you will select one of the sources you have found through your preliminary research about your research topic. Which source you choose is up to you; however, it should be substantial enough that you will be able to talk about it at length, and intricate enough that it will keep you (and your reader) interested.
The introduction of this paper will involve introducing the source: Provide the author, the title, and the context (where you found the source, where it was originally published, who sponsored it, etc.)
You will then go on to evaluate the source on two levels:
Credibility:
Using the information in this unit as a guide, evaluate the source’s authenticity and reliability. Look at all the information that you can find about the source to establish the author’s (or sponsor’s) trustworthiness.
Usefulness:
Using a combination of summary and analysis, examine the source on a critical level. Determine what the source’s purpose (thesis) is, and how it arrives at that goal. Examine its value to you and the project you are working on. How will it help you prove your own points? How might it come in handy to back up a claim (or address a counter-claim)?
Finally, you will include a conclusion which shows your final assessments on both counts.
Sample Touchstone
A. Assignment Guidelines
DIRECTIONS:
Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Source Identification
The introduction of this paper will be introducing the source:
❒ Have you provided the author's name?❒ Have you provided the source title?❒ Have you provided the context (where you found the source, where it was originally published, who sponsored it, etc.)?
2. Source Evaluation
❒ Have you provided a judgment on the source's credibility?❒ Have you used specific examples from the source to illustrate your judgment on credibility?❒ Have you provided a judgment on the source's usefulness?❒ Have you used specific examples from the source to illustrate your judgment on usefulness?
3. Reflection
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
B. Reflection Questions
DIRECTIONS:
Below your assignment, include answers to all of the following reflection questions.
What types of questions did you ask yourself when evaluating the credibility and usefulness of your source? (2-3 sentences)
How do you feel this evaluation practice will help you as you continue to move through the research process? (2-3 sentences)
C. Rubric
Advanced (90-100%)Proficient (80-89%)Acceptable (70-79%)Needs Improvement (50-69%)Non-Performance (0-49%)
Thesis Statement
Provide a clear thesis statement with sufficient support.The thesis statement consists of an original observation that is clear, focused, ...
Need help with this assignmentPreliminary research is attached w.docxgibbonshay
Need help with this assignment
Preliminary research is attached with sources. Also a sample is attached to give you an idea of how it should be formatted.
Evaluate a Source
ASSIGNMENT: For this essay, you will select one of the sources you have found through your preliminary research about your research topic. Which source you choose is up to you; however, it should be substantial enough that you will be able to talk about it at length, and intricate enough that it will keep you (and your reader) interested.
In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any recycled work will be sent back with a 0, and you will be given one attempt to redo the Touchstone.
The introduction of this paper will involve introducing the source: Provide the author, the title, and the context (where you found the source, where it was originally published, who sponsored it, etc.)
You will then go on to evaluate the source on two levels:
1. Credibility: Using the information in this unit as a guide, evaluate the source’s authenticity and reliability. Look at all the information that you can find about the source to establish the author’s (or sponsor’s) trustworthiness.
2. Usefulness: Using a combination of summary and analysis, examine the source on a critical level. Determine what the source’s purpose (thesis) is, and how it arrives at that goal. Examine its value to you and the project you are working on. How will it help you prove your own points? How might it come in handy to back up a claim (or address a counter-claim)?
Finally, you will include a conclusion which shows your final assessments on both counts.
Sample Touchstone
A. Assignment Guidelines
DIRECTIONS: Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Source Identification
The introduction of this paper will be introducing the source:
❒ Have you provided the author's name?
❒ Have you provided the source title?
❒ Have you provided the context (where you found the source, where it was originally published, who sponsored it, etc.)?
2. Source Evaluation
❒ Have you provided a judgment on the source's credibility?
❒ Have you used specific examples from the source to illustrate your judgment on credibility?
❒ Have you provided a judgment on the source's usefulness?
❒ Have you used specific examples from the source to illustrate your judgment on usefulness?
3. Reflection
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
B. Reflection Questions
DIRECTIONS: Below your assignment, include answers to all of the following reflection questions.
1. What types of questions did you ask yourself when evaluating the credibility and usefulness of your source? (2-3 sentences)
2. How do you feel this ev.
Research Paper Rubric Component 100 75 50 25 0 myrljjcpoarch
Research Paper Rubric
Component 100% 75% 50% 25% 0
Basic
Requirements
Formatted correctly, at
least 500 words in
length, citation page
and internal citations
correct (APA format), at
least 2 cited peer
reviewed sources.
Does not meet required
page length, and/or
does not have 2 cited
peer reviewed sources.
Thesis
Statement
Engaging, challenging,
and clearly focuses the
paper. Effectively
stated in the
introduction and
carried throughout the
paper.
Clear and articulate,
engaging and clearly
focuses the paper, but
is not challenging. Is
effectively carried
throughout the paper.
Clearly stated in the
introduction, attempts
to be engaging, is
adequate, but lacks
insight and focus, and is
carried through the
paper.
Included in the
introduction, but is
vague. Lacks insight,
focus, and is not carried
throughout the paper.
Is vague or may be
lacking in the
introduction; is not
focused and lacks
development; is not
carried throughout the
paper.
Introduction Strong and effective, it
is engaging and clearly
defines the thesis, as
well as provides a
foundation for the body
of the paper.
Effective and engaging,
defines the thesis and
provides foundation for
the body of the paper.
Introduces the topic of
the paper and builds a
connection between
the topic, the thesis,
and the body of the
paper. Informative but
not engaging or strong.
Introduces the topic of
the paper loosely and
includes the thesis
statement. Provides
little information
regarding the topic.
Includes little more
than the thesis and
shows no demonstrable
knowledge of the topic
of the paper.
Content
Strongly and vividly
supports the thesis and
is reflective of strong,
thorough research.
Illustrates extensive
knowledge of the topic.
Every aspect of the
thesis is supported by
quality academic
research.
Strongly supports the
thesis and is reflective
of good, thorough
research. Illustrates
knowledge of the topic,
but could be extended.
Most aspects of the
thesis are supported by
quality academic
research.
Supports the thesis and
reflects research, and
illustrates adequate
knowledge of the topic.
Could be extended and
shows some gaps in
understanding of the
topic. Although there
may be some
inconsistencies with
support from quality
academic research.
Related to the thesis
but reflects inadequate
research and
knowledge of the topic,
and demonstrates a
lack of understanding.
There may be a lack of
support from quality
academic research.
Does not convey
adequate
understanding of the
topic, the research, or
the thesis. There are
many unsupported
aspects of the thesis
and the research lacks
quality sources.
Organization Effectively organized.
Logical structure of
points and smooth
transitions convey both
understanding of topic
and care in writing.
Well organized, but
may lack some
transitions between
ideas. Logical structure
...
Eng 101 e3 The Summary + Response” ESSAY Writing based on read.docxSALU18
Eng 101
e3 The “Summary + Response” ESSAY: Writing based on reading about language, culture & identity
The summary+response essay requires you to use and engage with other written materials - that is, ideas and quotations from other writers - in an essay.
Articles: Tan, "Mother Tongue" (127-132)
In your essay, you will (A) present the writer's ideas accurately and fairly, using your skills in summarizing, paraphrasing, and using quotations. And you will (B) present a thoughtful response, in which you take a stand on the major issue of the original.
You don't need additional information from the internet and you don't need to look for any more sources. If you do want to use another source, you need to clear it with your instructor.
Preliminary Steps
1. Read, re-read, annotate the article you chose.
2. Complete the "Responding to Writing" worksheet to help clarify and organize your thoughts on the issues.
3. Be able to summarize and paraphrase the material accurately.
A Possible Outline for Your Essay
Your essay might be organized something like this, in which each of the first-level bullets would be one or more ¶s:
• Open: Introduce the issues in a general way, possibly without mentioning the article/author yet.
• Introduce & briefly summarize the main article:
· Summarize the main, relevant ideas of the article and include important details. (Include the author's full name and title of the article.)
· Note that you will also refer to and summarize and quote from the article in the response section of the essay, so you don't need to provide a complete, detailed summary here.
• Respond:
· You will probably use some of the ideas you generated in the "Responding to Writing" worksheet.
· Discuss and offer some analysis of the issues raised in the article, and possibly comment on how the author has presented them, how convincing her/his evidence is, and so on.
· Present your own perspectives, thoughts, and perhaps feelings on the issues. You might describe your own life experiences or experiences of friends, as they relate to the issues in question.
· In this response section you need to be sure to explain your ideas clearly and support them (with logic, with illustrative examples, maybe with more quotes from the article).
· If you wish, you can bring in a couple of ideas/quotes from one or two of the additional articles to supplement or support your points.
· This section should be presented in logically organized, focused paragraphs.
• Close: Wrap up the essay in a meaningful and satisfying way.
Think it through!
Don't just grab onto the first thought that comes to you, an initial and superficial reaction. Consider your thoughts and feelings, think hard about the topic and what you have read about it, and form a coherent and thoughtful response.
In a thoughtful response, you don't need to solve or resolve the problem or the issue. You don't have to try to have the "last word" on the topic. Saying that it's troubling (or not) or an im ...
Following the Topic Selection Guidelines below, choose an argumentat.docxalfred4lewis58146
Following the Topic Selection Guidelines below, choose an argumentative topic to research. This will be your topic throughout the entire course, so the activities required for this assignment will provide the foundation for your future Touchstones. The topic for an argumentative research paper must be a debatable topic, meaning that it involves conflicting viewpoints. Additionally, it cannot be a topic that is already decided or agreed upon by most of society. You will need to take a firm position on the topic and use evidence and logic to support the position. Touchstone 1.2 includes a research question, a working thesis, a detailed outline, and a reflection on this pre-writing process.
A. Topic Selection Guidelines
DIRECTIONS:
You may choose any topic you wish as long as the topic has two clear sides and is not agreed upon by most of society. Your topic should be current, appropriate for an academic context and should have a focus suitable for a 6-8 page essay.
B. Research Guidelines
DIRECTIONS:
Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Research Question and Working Thesis
Keep in mind:
The research question and working thesis are the driving force behind your research and eventual argument.
❒ Your research question should be a single sentence, framed as a question.
❒ Your working thesis should be a single focused sentence, framed as a statement that takes a clear position on the research question.
❒ Include your research question followed by your working thesis.
2. Detailed Outline
Keep in mind:
Your detailed outline provides a map of the argumentative research essay that you will write, including your key claims and the sources that support them. You may not have all your sources yet, and that is fine. The outline is a way to organize your essay and determine which areas (e.g. your sub-points) will require researched evidence as support.
❒ Headings: one for each paragraph with a brief label of the paragraph’s controlling idea(s); at least 7 body paragraphs, an introduction, and a conclusion
❒ Introduction includes your working thesis.
❒ Body paragraphs should each have their own unique title and key points.
❒ Conclusion includes notes on your final thoughts.
❒ Subheadings: two to five for each paragraph, below each heading, indicating key points that support the controlling idea
❒ Sources: one to three for each subheading, as relevant, indicating the support for the key point
❒ For each source, include the author’s name and the idea or information relevant to your argument (e.g. “Lappé on mono-cropping corn/soy and production”).
3. Reflection
❒ Have you displayed a clear understanding of the research activities?
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
C. Reflection Que.
A. InstructionsRemember the word argument” does not mean a fi.docxdaniahendric
A. Instructions
Remember the word “argument” does not mean a fight in a writing context. An academic argument is more like a thoughtful conversation between two people with differing viewpoints on a debatable issue. However, you are required to take a position on one side of the issue.
Your submission must include an APA style reference page following the essay. In your research, you will need 2-4 credible primary or secondary sources to use as support in your essay.
On a separate page, below your reference page, include thoughtful answers to the Think About Your Writing questions. References and Think About Your Writing questions are NOT included in the word count for this essay.
B. Think About Your Writing
Below your reference page, include answers to all of the following reflection questions.
1. What have you learned about how to present a strong argument? How could/will you apply this knowledge in your professional or everyday life (3-4 sentences)?Sophia says: Think about the specific skills and techniques that you used while developing and writing your essay. What tools will you take with you from this experience?
2. Consider the English Composition I course as a whole. What have you learned about yourself as a writer (5-6 sentences)?Sophia says: What did you learn that surprised you? Is there anything that you have struggled with in the past that you now feel more confident about?
C. Argumentative Essay Guidelines
Refer to the checklist below throughout the writing process. Do not submit your research essay until it meets these guidelines. Print this checklist!
Argumentative Topic and Thesis Statement
❒ Have you included a thesis that takes a clear, specific position on one side of a debatable issue?
· If you'd like to have your thesis statement reviewed prior to submitting your full essay, you may email your thesis to [email protected] with "Working Thesis" in the subject line.*Argument Development
❒ Are all of the details relevant to the purpose of your essay?
❒ Is the argument supported using rhetorical appeals and source material?
❒ Is your essay 4-6 pages (approximately 1000-1500 words)? If not, which details do you need to add or delete?Research
❒ Have you cited outside sources effectively using quotation, summary, or paraphrase?
❒ Are the sources incorporated smoothly, providing the reader with signal phrases and context for the source information?
❒ Have you referenced a range of 2-4 credible sources?
❒ Have you included an APA style reference page below your essay?Organization and Flow
❒ Is there an introduction, conclusion, adequate body paragraphs, and a counterargument?
❒ Is the argument presented in a logical order and easy for the reader to follow?
❒ Are there transitions within and between paragraphs?Style
❒ Are the word choices accurate and effective?
❒ Are the sentence structures varied?Conventions and Formatting
❒ Have you properly cited your sources according to APA style guidelines?
❒ Have you double-checked for ...
Touchstone 2.1 Evaluate a SourceASSIGNMENT For this essay, y.docxnovabroom
Touchstone 2.1: Evaluate a Source
ASSIGNMENT:
For this essay, you will select one of the sources you have found through your preliminary research about your research topic. Which source you choose is up to you; however, it should be substantial enough that you will be able to talk about it at length, and intricate enough that it will keep you (and your reader) interested.
The introduction of this paper will involve introducing the source: Provide the author, the title, and the context (where you found the source, where it was originally published, who sponsored it, etc.)
You will then go on to evaluate the source on two levels:
Credibility:
Using the information in this unit as a guide, evaluate the source’s authenticity and reliability. Look at all the information that you can find about the source to establish the author’s (or sponsor’s) trustworthiness.
Usefulness:
Using a combination of summary and analysis, examine the source on a critical level. Determine what the source’s purpose (thesis) is, and how it arrives at that goal. Examine its value to you and the project you are working on. How will it help you prove your own points? How might it come in handy to back up a claim (or address a counter-claim)?
Finally, you will include a conclusion which shows your final assessments on both counts.
Sample Touchstone
A. Assignment Guidelines
DIRECTIONS:
Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Source Identification
The introduction of this paper will be introducing the source:
❒ Have you provided the author's name?❒ Have you provided the source title?❒ Have you provided the context (where you found the source, where it was originally published, who sponsored it, etc.)?
2. Source Evaluation
❒ Have you provided a judgment on the source's credibility?❒ Have you used specific examples from the source to illustrate your judgment on credibility?❒ Have you provided a judgment on the source's usefulness?❒ Have you used specific examples from the source to illustrate your judgment on usefulness?
3. Reflection
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
B. Reflection Questions
DIRECTIONS:
Below your assignment, include answers to all of the following reflection questions.
What types of questions did you ask yourself when evaluating the credibility and usefulness of your source? (2-3 sentences)
How do you feel this evaluation practice will help you as you continue to move through the research process? (2-3 sentences)
C. Rubric
Advanced (90-100%)Proficient (80-89%)Acceptable (70-79%)Needs Improvement (50-69%)Non-Performance (0-49%)
Thesis Statement
Provide a clear thesis statement with sufficient support.The thesis statement consists of an original observation that is clear, focused, ...
Need help with this assignmentPreliminary research is attached w.docxgibbonshay
Need help with this assignment
Preliminary research is attached with sources. Also a sample is attached to give you an idea of how it should be formatted.
Evaluate a Source
ASSIGNMENT: For this essay, you will select one of the sources you have found through your preliminary research about your research topic. Which source you choose is up to you; however, it should be substantial enough that you will be able to talk about it at length, and intricate enough that it will keep you (and your reader) interested.
In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any recycled work will be sent back with a 0, and you will be given one attempt to redo the Touchstone.
The introduction of this paper will involve introducing the source: Provide the author, the title, and the context (where you found the source, where it was originally published, who sponsored it, etc.)
You will then go on to evaluate the source on two levels:
1. Credibility: Using the information in this unit as a guide, evaluate the source’s authenticity and reliability. Look at all the information that you can find about the source to establish the author’s (or sponsor’s) trustworthiness.
2. Usefulness: Using a combination of summary and analysis, examine the source on a critical level. Determine what the source’s purpose (thesis) is, and how it arrives at that goal. Examine its value to you and the project you are working on. How will it help you prove your own points? How might it come in handy to back up a claim (or address a counter-claim)?
Finally, you will include a conclusion which shows your final assessments on both counts.
Sample Touchstone
A. Assignment Guidelines
DIRECTIONS: Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Source Identification
The introduction of this paper will be introducing the source:
❒ Have you provided the author's name?
❒ Have you provided the source title?
❒ Have you provided the context (where you found the source, where it was originally published, who sponsored it, etc.)?
2. Source Evaluation
❒ Have you provided a judgment on the source's credibility?
❒ Have you used specific examples from the source to illustrate your judgment on credibility?
❒ Have you provided a judgment on the source's usefulness?
❒ Have you used specific examples from the source to illustrate your judgment on usefulness?
3. Reflection
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
B. Reflection Questions
DIRECTIONS: Below your assignment, include answers to all of the following reflection questions.
1. What types of questions did you ask yourself when evaluating the credibility and usefulness of your source? (2-3 sentences)
2. How do you feel this ev.
Research Paper Rubric Component 100 75 50 25 0 myrljjcpoarch
Research Paper Rubric
Component 100% 75% 50% 25% 0
Basic
Requirements
Formatted correctly, at
least 500 words in
length, citation page
and internal citations
correct (APA format), at
least 2 cited peer
reviewed sources.
Does not meet required
page length, and/or
does not have 2 cited
peer reviewed sources.
Thesis
Statement
Engaging, challenging,
and clearly focuses the
paper. Effectively
stated in the
introduction and
carried throughout the
paper.
Clear and articulate,
engaging and clearly
focuses the paper, but
is not challenging. Is
effectively carried
throughout the paper.
Clearly stated in the
introduction, attempts
to be engaging, is
adequate, but lacks
insight and focus, and is
carried through the
paper.
Included in the
introduction, but is
vague. Lacks insight,
focus, and is not carried
throughout the paper.
Is vague or may be
lacking in the
introduction; is not
focused and lacks
development; is not
carried throughout the
paper.
Introduction Strong and effective, it
is engaging and clearly
defines the thesis, as
well as provides a
foundation for the body
of the paper.
Effective and engaging,
defines the thesis and
provides foundation for
the body of the paper.
Introduces the topic of
the paper and builds a
connection between
the topic, the thesis,
and the body of the
paper. Informative but
not engaging or strong.
Introduces the topic of
the paper loosely and
includes the thesis
statement. Provides
little information
regarding the topic.
Includes little more
than the thesis and
shows no demonstrable
knowledge of the topic
of the paper.
Content
Strongly and vividly
supports the thesis and
is reflective of strong,
thorough research.
Illustrates extensive
knowledge of the topic.
Every aspect of the
thesis is supported by
quality academic
research.
Strongly supports the
thesis and is reflective
of good, thorough
research. Illustrates
knowledge of the topic,
but could be extended.
Most aspects of the
thesis are supported by
quality academic
research.
Supports the thesis and
reflects research, and
illustrates adequate
knowledge of the topic.
Could be extended and
shows some gaps in
understanding of the
topic. Although there
may be some
inconsistencies with
support from quality
academic research.
Related to the thesis
but reflects inadequate
research and
knowledge of the topic,
and demonstrates a
lack of understanding.
There may be a lack of
support from quality
academic research.
Does not convey
adequate
understanding of the
topic, the research, or
the thesis. There are
many unsupported
aspects of the thesis
and the research lacks
quality sources.
Organization Effectively organized.
Logical structure of
points and smooth
transitions convey both
understanding of topic
and care in writing.
Well organized, but
may lack some
transitions between
ideas. Logical structure
...
Eng 101 e3 The Summary + Response” ESSAY Writing based on read.docxSALU18
Eng 101
e3 The “Summary + Response” ESSAY: Writing based on reading about language, culture & identity
The summary+response essay requires you to use and engage with other written materials - that is, ideas and quotations from other writers - in an essay.
Articles: Tan, "Mother Tongue" (127-132)
In your essay, you will (A) present the writer's ideas accurately and fairly, using your skills in summarizing, paraphrasing, and using quotations. And you will (B) present a thoughtful response, in which you take a stand on the major issue of the original.
You don't need additional information from the internet and you don't need to look for any more sources. If you do want to use another source, you need to clear it with your instructor.
Preliminary Steps
1. Read, re-read, annotate the article you chose.
2. Complete the "Responding to Writing" worksheet to help clarify and organize your thoughts on the issues.
3. Be able to summarize and paraphrase the material accurately.
A Possible Outline for Your Essay
Your essay might be organized something like this, in which each of the first-level bullets would be one or more ¶s:
• Open: Introduce the issues in a general way, possibly without mentioning the article/author yet.
• Introduce & briefly summarize the main article:
· Summarize the main, relevant ideas of the article and include important details. (Include the author's full name and title of the article.)
· Note that you will also refer to and summarize and quote from the article in the response section of the essay, so you don't need to provide a complete, detailed summary here.
• Respond:
· You will probably use some of the ideas you generated in the "Responding to Writing" worksheet.
· Discuss and offer some analysis of the issues raised in the article, and possibly comment on how the author has presented them, how convincing her/his evidence is, and so on.
· Present your own perspectives, thoughts, and perhaps feelings on the issues. You might describe your own life experiences or experiences of friends, as they relate to the issues in question.
· In this response section you need to be sure to explain your ideas clearly and support them (with logic, with illustrative examples, maybe with more quotes from the article).
· If you wish, you can bring in a couple of ideas/quotes from one or two of the additional articles to supplement or support your points.
· This section should be presented in logically organized, focused paragraphs.
• Close: Wrap up the essay in a meaningful and satisfying way.
Think it through!
Don't just grab onto the first thought that comes to you, an initial and superficial reaction. Consider your thoughts and feelings, think hard about the topic and what you have read about it, and form a coherent and thoughtful response.
In a thoughtful response, you don't need to solve or resolve the problem or the issue. You don't have to try to have the "last word" on the topic. Saying that it's troubling (or not) or an im ...
MNG10713 Assessment 2: Essay
The task:
Essay
Length:
2000 words +/– 10% not including tables, reference list or appendices
Value:
40%
Date due:
Friday 29th April 2016 (11.59pm QLD time)
Choose one of the following questions:
Either:
1. Today’s workforce and the nature of work itself is changing, particularly in the climate of globalisation, and the new technological revolution. As a consequence issues facing HRM are expected to change dramatically in the next decade'. Consider this statement and draw upon at least two topics from the unit to discuss what some of these challenges are and the specific competencies faced by organisations and HR professionals to support employees in the contemporary business environment.
Or,
2. Discuss some of the ways organisations, jobs and careers have changed over the past 10 years. What changes do you anticipate over the next 10 years? How might these changes affect the manager’s job and the skills a manager needs to be successful? Illustrate with examples from at least two topics covered in the unit.
Notes for assistance
· There is no fixed way to answer the essay topic. Students are being tested on their capacity to think critically and integrate their learning gained in lectures and through their readings and experience.
· ‘Discuss’ means you need to think about and write about the different possibilities before you present a point of view. This is likely to need both description and interpretation.
· Opinion must be supported by carefully selected and authoritative evidence.
· Students are expected to use at least 10 refereed journal articles in writing their essay.
A peer-reviewed or refereed journal is a scholarly journal that requires submitted articles to be subjected to a process of critical review by experts on the subject, known as referees, before determining if the article is to be accepted for publication.
Note: not every academic or scholarly journal is refereed or peer-reviewed.
Be aware: not all articles contained in a refereed journal are peer-reviewed!
As a rule of thumb, editorials, short items, book reviews and letters to the editor are not peer reviewed. Brief commentaries, short communications and conference papers are not peer-reviewed either.
· Remember to arrive at a conclusion.
Essay Structure
An academic essay aims to persuade readers of an idea based on evidence.
· An academic essay should answer a question or task.
· It should have a thesis statement (answer to the question) and an argument.
· It should try to present or discuss something: develop a thesis via a set of closely related points by reasoning and evidence.
· An academic essay should include relevant examples, supporting evidence and information from academic texts or credible sources.
Basic steps in writing an essay
Although there are some basic steps to writing an assignment, essay writing is not a linear process. You might work through the different stages a number of times in the course ...
Collaborate Summary RubricCollaborate Summary RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExemplaryContent of SummaryDid not provide summarySummary provided less than acceptable evidence that session recording was watched in its entirety. Summary provided satisfactory evidence that session recording was watched in its entirety. Summary proved the student watched and paid attention to the entire session recording. PresentationDid not provide summarySummary not presented in essay form (e.g. bullet lists)Summary provided in essay form, but did not meet 2 page, double spaced, in 11 or 12 point font requirement, or summary was not submitted through Blackboard or not composed in Microsoft Word.Summary met 2 page, double spaced, in 11 or 12 point font requirement. Submitted through the assignment link and composed in Microsoft Word.Clarity & MechanicsDid not provide summary
Summary presented in an unorganized or somewhat unorganized manner, with some clarity and/or grammatical or spelling errors.Summary presented in an organized manner with minor clarity and grammatical or spelling errors.Summary presented in a clear, concise manner and formatted in an easy to read style with no grammatical or spelling errors. Total # of Possible Points: 9
Discussion Board RubricDiscussion Board RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExcellentInitial Posting Timing & Relevance Zero posts or does not meet instructor timeline and requirements.Superficial thought. Adressed limited aspects relevant to the prompt and does not demonstrate understaning of key concepts.
Met partial elements of instructor timeline and requirementsThoughts were well developed and addressed basic aspects relevant to the prompt and demonstrated base knowledge of concepts.
Mostly met instructor timeline and requirements.Thoughts were well developed and fully addressed all aspects relevant to the prompt. Demonstrated excellent integration of key comcepts. Met or exceeded instructor timeline and requirements.Reply Postings Timeline & RelevanceZero replies, or replies not relevant to discussion topicsReplies were limited in relevance or did not enrich discussion (e.g. agrees or disagrees) or met partial elements of instructor timeline and requirements.Elaborated on posts with further comment or observation, relevant to topic. Mostly met instructor timeline and requirements.Demonstrated analysis of others' posts, included meaningful comments. Offered thoughtful insight. Met or exceeded instructor timeline and requirements.Clarity & Mechanics & ReferenceZero posts, or posted unorganized content that may contain multiple grammatical or spelling errors or may be inappropriate. Did not meet instructor requirements for references and citations.Communicated in a somewhat unorganized manner, with some errors in clarity and/or grammatical or spelling errors. Partically met instructor requ ...
Due Date 1159 p.m. EST, Sunday, of Unit 7 Points 100MargaritoWhitt221
Due Date: 11:59 p.m. EST, Sunday, of Unit 7
Points: 100
Overview:
Over the course of the last few units, you have been working on crafting the argument
for your Argument Essay. You will now write an argument essay that answers one of
these questions.
The essay should answer ONE of these questions:
1. Should climate change be considered a real issue or a hoax?
2. Should the United States have universal health care?
3. Should employers have access to employee’s social media content?
Each of the above questions relate to one of the issues you have already written about
in the Unit 4 Assignment: Pro and Con of an Issue. Now, choose one side of the issue
to develop into an argument essay.
You should answer ONE of the above questions in a well-thought out and developed
argument essay with:
• A clear introduction that sets up the issue, explains your topics, and ends with your
thesis statement.
• Body paragraphs focusing on one topic in support of your argument in each paragraph.
o You need three reliable and academic sources for this assignment in support of
your argument. You should include evidence that is directly quoted, paraphrased,
or summarized to support each topic. The evidence should have appropriate in-
text citations.
o You will typically want to include one piece of evidence in the body of each
paragraph, as you did in the paragraph and pro/con assignment. You are not
required to include a source about the counterargument (other side of your
argument), but you may if you would like.
• Then, end with a conclusion that wraps up your essay’s argument and leaves the reader
with something to consider about your issue.
ENG110 – College Writing
Argument Essay
• Include a references page for the three sources you used in your essay.
You can use the ideas from your Pro/Con paragraphs in your argument essay, but
they should be revised and reworded so that you are not just resubmitting your
Unit 4 assignment.
Argument Essay and Third Person, Objective Writing
We have probably all had to argue for a position we held. What makes someone
receptive to your argument? Normally, the audience is more willing to listen to your
position if you argue for it objectively and avoid unreasonable, argumentative tactics.
Your argument needs to be logical and fair, giving people the ability to disagree with
you.
Your argument also should be written in the third person to show that you can be
objective, meaning you use “He,” “she,” “they,” “people,” “one” and do not use “I,” “me,”
“we,” “us,” “our,” “you,” and “your.”
Instructions:
• Create an argument essay that answers ONE of the above questions.
• You should have a well-articulated argument essay with an introduction, body
paragraphs (with evidence), conclusion, and a references page.
Requirements:
• Please submit a Microsoft Word document or PDF.
• The essay should be three to four pages in length ...
Summary Exercise InstructionsFor this assignment only, there is .docxpicklesvalery
Summary Exercise Instructions
For this assignment only, there is no draft option. You should simply submit your required final copy whenever you are ready. This assignment is designed to inform your larger research project.
Additional helpful resources:
Summary Exercise Rubric | Summary Exercise Sample 1 | Summary Exercise Sample 2
Option #1: Investigate and Interview
You have already chosen a topic and created a working thesis statement for your research paper topic. Find a non-profit organization (e.g., one that provides literacy instruction, a support group for cancer patients, a shelter that provides refuge for battered women) in your city that is connected to your topic. For example, if you are researching services for blind people, you might interview someone at the National Federation of the Blind.
Explain your assignment and request an interview with a staff member who is considered an expert in the field. Create 10 to 20 questions related to your thesis statement to ask the interviewee. For the writing assignment (Note that you should be conducting this interview yourself. You should not be summarizing an interview that someone else conducted):
· Create an introduction that includes the interviewee’s background. What is his/ her name? What is his/her position? How long has your interviewee worked at this organization, and what is his/her role there? These are just some of the questions that you can ask to help you build your introductory paragraph.
· Summarize the interviewee's responses in approximately three cohesive body paragraphs.
· Finish with a concluding paragraph that explains how this interview helped you better understand your chosen research paper topic.
Option #2: Getting What you Need from Periodicals
Locate credible sources for your chosen topic of the research paper project. Find at least five relevant sources from periodicals (Please do not use basic informative website such as ehow or Wikipedia. The source you choose will ideally be an academic or research-based article). From the sources that you find, choose one to summarize. The source you choose should be a credible periodical and not merely a random website. Also keep in mind that your chosen source should be research-based and non-fiction. For example, you should not summarize a short story for this assignment. Choose a source such as a journal article, an essay in an anthology, a magazine article, or a newspaper article. For this option, you might use this as a guideline for crafting your thesis statement: John Smith’s book The Guiding Light explained (add first paragraph focus), (add second paragraph focus), and (add third paragraph focus).
Here are some possible places to search for good sources:
· Internet Public Library: http://www.ipl.org/
· Google Scholar: http://scholar.google.com/ (note that this is different from regular Google)
· Microsoft Academic Search: http://academic.research.microsoft.com/
· Cornell University’s arXiv (open access sou ...
ANT2002 Major Essay Instructions.docxEssay Question Discuss.docxamrit47
ANT2002 Major Essay Instructions.docx
Essay Question:
Discuss the concept of an epidemiological transition. Explain the natures of those associated with the Neolithic, urbanisation/civilisation, colonisation/migration/ conquest, and modernisation.
MAJOR ESSAY (2500-3000 WDS)Assessment
· Item MAJOR ESSAY (2500-3000 WDS) — TWMBA ONLINE ONL
Due by 11 May 2020
Maximum grade 40
Weighting 40%
· Assessment of essays
All essays returned to you will have a marking matrix attached with comments. These are meant to be constructive and are made to point out errors and areas where improvements could be made. The comments will explain why you got the mark you did. They are, therefore, usually ‘critical’. You should consider these comments carefully, and try to understand why they were made. If you do not see the point, or want further comment, please take this matter up with whoever marked your essay, preferably via the course coordinator A/Prof Lara Lamb.
The following points will be noted particularly in marking essays:
1. Relevance to the topic set.
2. Organisation and effectiveness of argument, and proper use of anthropological concepts and principles as outlined during the course of your reading.
3. Evidence of reading outside the set texts and accuracy of facts presented in the essay.
4. Originality – careful and critical thought about the topic, and use of illustrative material from independent reading and also, to some extent, from observation and experience.
5. Accuracy and clarity of written English, including grammar, spelling, and punctuation. Overall legibility and general setting out will be noted, especially of essay structure and referencing.
How to write an essay/presentation
Do not go over the word limit. This is set specifically to help you develop a sharp and concise style. Going under the word limit is preferable to ‘padding out’ your answer with vagaries or ‘waffle’ to reach the word limit.
Do not use value judgements of subjective terminology such as: primitive, backward, surprisingly advanced, superior or developed. You must be objective and indicate clearly what you mean by your terms.
Writing an essay is a gradual process; the final version of an essay should have been developed over several drafts, prepared as you explore the topic and compile notes from reading material.
You will usually need to do some reading before you can grasp the significance of the set topic. Begin with the suggested references in your book of reading and, as you read, keep a copy of the actual wording of the topic/question in view. Initial reading will enable you to:
1. Recognise the implications underlying the actual wording of the topic.
2. Understand key ideas and terms.
3. Identify all parts of the set question.
After some preliminary reading, when you feel you are beginning to grasp the topic, draft an outline plan for your essay. This will involve drawing up headings for each major section of your essay, writing a statement, in .
Select a topic to research. For your research, you must use Google.docxbagotjesusa
Select a topic to research. For your research, you must use Google Scholar or another reputable site. Use Lecture 2 for a description of what is considered a scholarly article. Use APA formatting style for references. Create a title page and a reference list with 10 references from the last 5 years. Include the permalink for each reference. Include the following types of references:
1. Book
2. Journal articles
3. Website
4. Dissertation/thesis from a database
5. Streaming video
6. Book chapter
Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
LECTURE 2
Introduction
Learning to communicate appropriately and effectively in a variety of settings and in a variety of formats is an important skill in both academic and professional environments. In an online learning environment, learning to communicate effectively through writing is particularly important because it is, by far, how the majority of communication occurs. Review the learning objectives for this module within the course syllabus and use the following lecture, which is about various forms of written communication used in the online graduate setting, to accomplish them.
Paraphrasing
Paraphrasing the ideas of others is a requirement in academic writing and graduate study. Paraphrasing is using your own words to restate ideas or information from a source material. Paraphrasing will help you grasp the full meaning of the source material and allow you to appropriately reference the source material to support your own ideas and academic writing. Paraphrased material is usually shorter and more concise than the original information. The following are some common guidelines taken from the Purdue Online Writing Lab (2012), which may assist you with learning to paraphrase information gathered from reading materials for use in completing your coursework.
Reread the original passage until you understand its full meaning.
Set the original passage aside and, on a note card, write what you think the passage means in your own words (paraphrase).
Jot down a few words below your paraphrase to remind you later of how you plan to use the information. At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase.
Compare your paraphrase with the original to make sure that your version accurately expresses all the essential information.
Use quotation marks to identify any unique term or phrase you copied exactly from the original source.
Record the source (including the page) on your note card so that you can cite it easily if you decide to incorporate the material into a paper or discussion question response.
The following is an example of paraphrasing (Purdue OWL, 2012), which i.
ENG 115ASSIGNMENT 1 PERSONAL ESSAYDue Week 3 and worth 10.docxSALU18
ENG 115
ASSIGNMENT 1: PERSONAL ESSAY
Due Week 3 and worth 100 points
You have a wealth of experiences, knowledge, and opinions that make you who you are. For your first assignment you will
share your opinions and/or experiences to write a personal essay.
What is a personal essay? It’s one of many types of formal essays. All formal essays maintain the same basic structure:
Introduction with a thesis statement, supporting paragraphs, and conclusion. The personal essay is a narrative in which
the author writes about an experience that was highly meaningful (usually a lesson was learned) or about a topic that they
have an opinion about. For this assignment, choose a topic and discuss three reasons why the topic is important to you.
The topic choices are presented in your webtext.
INSTRUCTIONS:
Compose a two (2) page paper in which you do the following:
1. Use first person point of view (POV) and the appropriate voice and tone throughout your paper.
a. Did you use first person pronouns? (I, we, me, us, my/mine, our/ours)
b. Does your personality carry over in your writing? Are your word choices personal and consistent?
c. Is the tone casual/informal? Does it express your attitude about the topic?
2. Write an introduction paragraph, which includes your thesis statement. It is suggested that this paragraph contain 5-7
sentences.
a. Does your introduction include an attention grabber or hook, and/or some background information on the
topic?
b. Does your thesis statement include three personal reasons why the topic is meaningful to you?
c. Is your thesis statement clear and concise?
d. Does your introduction provide a preview of the rest of your essay?
3. Write a supporting/body paragraph for each of the three (3) points/reasons from your thesis statement. It is suggest-
ed that each paragraph contain at least 5-7 sentences.
a. Do your body paragraphs support each point of your thesis with relevant examples, observations, or
experiences?
4. Write with logic and with transitions throughout your paper.
a. Are your ideas consistent and well-organized, i.e., chronological order or order of importance?
b. Do your ideas flow from one sentence to the next and one paragraph to the next, in the order presented in your
thesis statement?
5. Write a conclusion paragraph. It is suggested that this paragraph contain 5-7 sentences.
a. Did you paraphrase or restate the thesis in a new way?
b. Did you leave a lasting impression, so that your readers continue thinking about your topic after they have
finished reading?
6. Apply proper grammar, mechanics, punctuation and APA formatting throughout your paper.
a. Did you check your grammar?
i. The way words are put together to make units of meaning: Sentence structure, pronoun-agreement, etc.
b. Did you check your essay for mechanics?
i. All the “technical” stuff in writing: Spelling, capitalization, use of numbers and other symbols, etc.
b. Did you check the punctuation?
i. The “symbols” ...
Essay #1 Instructions For Essay #1 you will need to choos.docxelbanglis
Essay #1 Instructions
For Essay #1 you will need to choose ONE of the two options listed below, related to Chapter 4 and
Chapter 6 (respectively), and write an essay addressing the topic.
Option 1: Over the last decade, there has been an increasing awareness of opioid dependence among the
general public. Prescription drug abuse is sometimes called an epidemic. Why are opioid analgesics so
widely abused?
Option 2: Vision is a complex process involving multiple brain areas. To which areas could changes
cause a loss of vision? How would those changes of vision affect your daily life?
Your essay should be based primarily on information from the class textbook and other assigned
materials. Other sources may be used sparingly. All sources (including the textbook and assigned class
materials) should be cited using correct APA style and you should include an APA style reference page
following your essay (even if it only has one reference).
Submit your assignment as a Word (.doc or .docx) file; other formats are not acceptable. Your response
should be about 500 words (450-550, not counting citations), typed using Time New Roman 12 point
font, with 1-inch margins. The text should be left aligned with a right ragged edge and double spaced
throughout. NO direct quotes are permitted; all information should be correctly paraphrased.
Use the automatic numbering feature of Word to add right aligned page numbers in the header of your
document. Do not include a title page. On the first line of the first page, type your name (no other
information required; not included in the word count). On the next line, type the topic you’ve chosen
(option 1 or option 2; not included in the word count). Begin your response on the next line and type your
response. The last page of your document should include your APA-style reference section (not included
in word count). A submission that fails to include citations and reference(s) constitutes plagiarism; see
below. Save your as LastnameF_3106_Essay1.docx (where you substitute your last name and the first
initial of your first name. Upload the file in Revel before 10AM on Monday, March 2, 2020.
Plagiarism
Plagiarism is presenting someone else's work as your own. Many students are not aware that there are
different types of plagiarism. You are responsible for being familiar with the following information
regarding plagiarism as it relates to your work in this class.
Intentional plagiarism involves knowingly and deliberately presenting someone else’s work or ideas
as your own. Copying work from a website is an example of intentional plagiarism. Copying work from
the textbook is an example of intentional plagiarism. Copying work from another student is an example of
intentional plagiarism. Engaging in plagiarism is a violation of the Savannah State University Code of
Conduct instances of intentional plagiarism in this class will be handled as academic dishonesty.
...
Essay #1 Instructions For Essay #1 you will need to choos.docxrusselldayna
Essay #1 Instructions
For Essay #1 you will need to choose ONE of the two options listed below, related to Chapter 4 and
Chapter 6 (respectively), and write an essay addressing the topic.
Option 1: Over the last decade, there has been an increasing awareness of opioid dependence among the
general public. Prescription drug abuse is sometimes called an epidemic. Why are opioid analgesics so
widely abused?
Option 2: Vision is a complex process involving multiple brain areas. To which areas could changes
cause a loss of vision? How would those changes of vision affect your daily life?
Your essay should be based primarily on information from the class textbook and other assigned
materials. Other sources may be used sparingly. All sources (including the textbook and assigned class
materials) should be cited using correct APA style and you should include an APA style reference page
following your essay (even if it only has one reference).
Submit your assignment as a Word (.doc or .docx) file; other formats are not acceptable. Your response
should be about 500 words (450-550, not counting citations), typed using Time New Roman 12 point
font, with 1-inch margins. The text should be left aligned with a right ragged edge and double spaced
throughout. NO direct quotes are permitted; all information should be correctly paraphrased.
Use the automatic numbering feature of Word to add right aligned page numbers in the header of your
document. Do not include a title page. On the first line of the first page, type your name (no other
information required; not included in the word count). On the next line, type the topic you’ve chosen
(option 1 or option 2; not included in the word count). Begin your response on the next line and type your
response. The last page of your document should include your APA-style reference section (not included
in word count). A submission that fails to include citations and reference(s) constitutes plagiarism; see
below. Save your as LastnameF_3106_Essay1.docx (where you substitute your last name and the first
initial of your first name. Upload the file in Revel before 10AM on Monday, March 2, 2020.
Plagiarism
Plagiarism is presenting someone else's work as your own. Many students are not aware that there are
different types of plagiarism. You are responsible for being familiar with the following information
regarding plagiarism as it relates to your work in this class.
Intentional plagiarism involves knowingly and deliberately presenting someone else’s work or ideas
as your own. Copying work from a website is an example of intentional plagiarism. Copying work from
the textbook is an example of intentional plagiarism. Copying work from another student is an example of
intentional plagiarism. Engaging in plagiarism is a violation of the Savannah State University Code of
Conduct instances of intentional plagiarism in this class will be handled as academic dishonesty.
.
Scoring Full Points on Discussion Questions1. Use headings to se.docxbagotjesusa
Scoring Full Points on Discussion Questions
1. Use headings to separate the different parts of your discussion. This helps to make sure you address everything you are asked to address in the discussion.
2. Use at least one outside professional resource published in the last 5 years in your initial post. I’ve already read your textbooks, so I want to see you applying material beyond what we are discussing in the course. Professional resources refer to books or journal articles, not Wikipedia or other non-professional sources.
3. Give a substantial response to more peers than is required for the minimum. For instance, if you are required to respond to one peer and you respond to one peer – you have met the standard. If you want to go above and beyond, respond to at least two peers in an effort to keep the conversation going. Responding to me does not count as a peer response.
4. Use at least one professional outside resource in your peer responses. This means using a book or journal article, not Wikipedia or other non-professional sources. This should not be the same resource as the one used in your initial post.
5. Proof read all work before posting! The best way to do this is to type a response in word, use spell check; proof read your work and then copy and paste into the discussion area. If you consistently turn in work that is full of spelling errors and grammatical mistakes, you will receive lower scores for your writing.
6. Be on time with all posts.
Scoring Full Points on Application Papers and Final Projects
1. Review the Quick Reference List for APA Formatting to make sure you are not making any of the mistakes outlined there.
2. Be sure to know the difference between quotation marks (“”), which are used around direct quotes, and apostrophes (‘) which are used to make words plural such as client’s or clients’.
3. Make sure to always include a cover page with page numbers. Refer to your APA manual as a guide.
4. Start each paper with an introduction that outlines what your paper will be talking about.
5. Use headings to separate the different areas of your paper. This will also help you make sure you are addressing everything you are being asked to address in your paper.
6. Include a conclusion that summarizes everything you have discussed in your paper.
7. Use at least two outside professional resources in your application papers that have been published within the last 5 years.
8. Put your references on a separate page and make sure all references are listed in alphabetical order and are double spaced.
9. Be sure to have accurate APA references and in text citations. Be sure to follow the APA 6th edition for how to do your citations and references.
10. Be on time with your applications.
11. Please note that Wikipedia and other online sites of that caliber are NOT scholarly resources. Your resources should be limited to academic books and journal articles only that are no more than 5 years old. The only exception for olde.
Top of FormBottom of FormPersuasive Essay Peer Review Wor.docxjuliennehar
Top of Form
Bottom of Form
Persuasive Essay: Peer Review Worksheet
Part of your responsibility as a student in this course is to provide quality feedback to your peers to help them improve their writing skills. This worksheet will assist you in providing that feedback. Submit this review as an attachment to both your instructor within the assignment bin and into your reply to your peer’s post containing the assigned draft.
Name of the Draft’s Author:
Name of the Peer Reviewer:
Summary
After reading through the draft one time, write a summary (3–5 sentences) of the paper. This should include the stance and the three sub-topics used to support the position within the essay. Do not place your own critique of the essay within this space.
Evaluate the Essay
After a second, closer reading of the draft, evaluate the essay using the Persuasive Essay: Final Draft rubric below. Determine the level of achievement appropriate for each assignment criteria. (Level of achievement ranges from Unsatisfactory to Excellent and are found at the top of the rubric. Assignment criteria are found in the left column of the rubric.). Please use the highlighting tool to score your peer within each criteria. Then use the right hand side of the rubric to include a rationale with evidence and examples for the score.
Topic 7 Rubric: Persuasive Essay: Final Draft
Criteria
1
Unsatisfactory
2
Less Than Satisfactory
3
Satisfactory
4
Good
5
Excellent
Why was this score determined for your peer’s essay? What evidence/examples do you have for this score?
% Scaling
0%
65%
75%
85%
100%
Content – 70%
Objective Perspective and Position
Addresses a single source or view of the argument and fails to clarify presented position relative to one’s own.
Appropriately identifies one’s own position on the topic. Vague explanation of the position is given. Little reference to specific issues related to the topic is made. Position completely appeals to emotion instead of reason.
Appropriately identifies one’s position on the topic. Explains the position taken in a coherent way. Sound reference to specific issues related to the topic is made. Position mostly appeals to emotion instead of reason.
Formulates a clear and precise point of view of the topic. Clearly explains the position taken. Sound and detailed reference to specific issues related to the topic is made. Position appeals mostly to reason.
Formulates a clear and precise point of view of the topic. Comprehensively explains the position taken. Specific issues related to the topic are fully presented in great detail. Position appeals to reason.
Rationale for score:
Word Count
Word count is less than half the minimum or more than double the maximum.
Body of essay is more than 100 words over or under the word count.
Body of essay is more than 50 but less than 100 words over or under the word count.
Body of essay is over or under the word count by 50 words or less.
Within the appropriate word count.
Ra ...
The assignment is to write a paper reflecting on 2-3 topics that w.docxarnoldmeredith47041
The assignment is to write a paper reflecting on 2-3 topics that were interesting in the second half of the semester and how you might apply them in the future to your profession. The reflection paper must be at least minimum 2 pages in length but no longer than 3 pages. The reflection paper must be completed in APA format and must provide at minimum 3 outside resources. Please take a few minutes to review the grading rubic, most of what you will review has to do with content and ensuring you are correct writing style. When completing assignment, please upload the document.
Due Friday August 16th, 2019
TOPICS ARE:
· Ergogenic Aids and Performance
&
· Training at Altitude
FUTURE PROFESSION: Physical Therapy
RUBRIC ~
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeComprehension of Material
10.0 pts
Demonstrates excellent comprehension of the assignment’s key principles and issues.
8.5 pts
Demonstrates good comprehension of the assignment’s key principles and issues.
7.5 pts
Demonstrates fair comprehension of the assignment’s key principles and issues.
6.5 pts
Demonstrates poor comprehension of the assignment’s key principles and issues.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeDevelopment of Main Points
10.0 pts
Develops main points well in a logical, organized manner.
8.5 pts
Ideas are mostly presented in a logical, organized manner.
7.5 pts
Ideas may stray from topic and are presented with little logic and organization.
6.5 pts
Logic and organization are missing.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeCritical Thinking
10.0 pts
Offers thorough constructive critique and/or in-depth analysis, insight, reflection.
8.5 pts
Occasionally offers constructive critique and/or in-depth analysis, insight, reflection.
7.5 pts
Offers insufficient constructive critique and/or in-depth analysis, insight, reflection.
6.5 pts
Lacks constructive critique ad/or in-depth analysis, insight, reflection.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeUse of Resources
5.0 pts
Uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
4.0 pts
Mostly uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
3.0 pts
Sometimes uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
2.0 pts
Rarely uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
0.0 pts
Never uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
5.0 pts
This criterion is linked to a Learning OutcomeSynthesis Through Use of Words
10.0 pts
Always uses own words to synthesize li.
Evaluate your improvements made and weaknesses that still persist .docxpauline234567
Evaluate your improvements made and weaknesses that still persist in your writing style. Discuss the following elements of writing style:
Type your response in a word file. Include your full name (Jada Nelson), your professor’s name (Professor Hope), the course number (ENG1105) and the word count in the upper left-hand corner, Double-space your draft.
a. Paragraphs and transitions: providing one main point per paragraph instead of mixing ideas, using strong topic sentences and smooth transitions.
(The information to use)
Paragraphs for the most parts have been good but I've struggled with transitioning to a new paragraph. Otherwise, I don't really mix ideas when I have a certain topic in mind for a paragraph.
b. Sentences: using sentence-combining skills and different types of sentences for effect.
(The information to use)
This has been somewhat rocky for me just because of the word requirements. I've been trying my best at it but I have let a few sentences slide just so I've been able to reach the word requirements.
c. Word choice: carefully choosing the best words, using appropriate diction.
(The information to use)
I feel like my wording has been good most of the course except for the second essay (proposal essay). I'm not really sure why I struggled so much with the essay. For the most part my word choice has been decent.
Write in complete sentences, and provide specific examples to illustrate your discussion. The essay must be between 500-750 words.
Write 5 paragraphs please.
Paragraph 1:
Introduction
Paragraph 2:
A. Paragraphs and transitions: providing one main point per paragraph instead of mixing ideas, using strong topic sentences and smooth transitions.
Paragraph 3:
B. Sentences: using sentence-combining skills and different types of sentences for effect.
Paragraph 4:
C Word choice: carefully choosing the best words, using appropriate diction.
Paragraph 5:
Conclusion
NOOOOOOOOOO PLAGIARISM!!!!!!!!!!!!
· APA formatting: Resources and citations are formatted according to the current APA style and formatting. See
Evidence and APA.
· Number of resources: Minimum of 6 scholarly sources. Distinguished submissions will likely exceed this number.
· Length of paper: 6–8 typed, double-spaced pages. Additionally, a title page and references page.
· Font and font size: Times New Roman, 12 point.
[removed]
Undergraduate Pathways ENG1105
ESSAY EXAM RUBRIC QUESTION #____ Name:______________________
CONTENT “A” PAPER “B” PAPER “C” PAPER “D/F” PAPER
Addressing Type
of Essay Question
Accurately identifies the essay
terms being used in the question;
designs answer that specifically
addresses the question; precisely
and lucidly discusses the subject
under the terms for examination
Definite recognition the essay terms
being used in the question; designs an
answer which addresses the terms;
correctly discusses the subject under
the terms for examin.
ENG 115
ASSIGNMENT 2: STANCE ESSAY DRAFT
Due Week 7 and worth 100 points
For your next assignment, you will write a stance essay. A stance essay takes a position on a topic and argues and supports that
position with evidence. Consider your topic:
· What possible positions/arguments are there?
· What position resonates with you? (Which position do you believe is correct?)
· What are your main points?
· What are the counterpoints? Are you ready to dispute them?
· Do you have enough evidence to effectively support your argument?
For the stance essay, your personal voice (your perspective) should come through. This is just like assignment 1, except you should
maintain a formal tone.For this essay, you will need to support your points with credible sources. You’re ready to take a position on
the topic you have been writing about!
Important note: Stance Essays DO incorporate research exclusively from the WebText. DO NOT use outside sources. If you have
written a Stance Essay in a previous course, please reach out to your professor to see if you can re-use it. You are not permitted to
use ANY paper from an unrelated current or past course.
INSTRUCTIONS:
You are required to use your WebText to draft your essay in the templates!
Compose a three-four (3-4) page paper in which you do the following:
1. Use third person point of view (POV) and the appropriate voice and tone throughout your paper.
a. Did you use third person pronouns? (he, she, they, their)
b. Does your personality carry over in your writing? Are your word choices personal and consistent?
c. Is the tone formal? Does it express your attitude about the topic?
2. Write an introduction paragraph, which includes your thesis statement. It is suggested that this paragraph contain 5-7
sentences.
a. Does your introduction include solutions or approaches on the topic?
b. Does your thesis statement include three supporting reasons that clearly express your stance on the topic?\
c. Is your thesis statement clear and concise?
d. Does your introduction provide a preview of the rest of your essay?
3. Write a supporting/body paragraph for each of the three (3) points/reasons from your thesis statement. It is suggested
that each paragraph contain at least 5-7 sentences.
a. Do your body paragraphs support each point of your thesis with relevant examples or statistics?
b. Do you address the opinions or concerns that your audience might have?
c. Did you paraphrase, quote, or summarize properly to avoid plagiarism? Did you comment on each quotation? Do
you limit quotes to no more than 25 words.
4. Write with logic and with transitions throughout your paper?
a. Are your ideas consistent and well-organized, i.e., chronological order or order of importance?
b. Do your ideas flow from one sentence to the next and one paragraph to the next, in the order presented in your
thesis statement?
5. Write a conclusion paragraph. It is suggested that thi ...
SOCI 403 Social ChangeAmerican Public University SystemWri.docxjensgosney
SOCI 403 Social Change
American Public University System
Written Assignment Four: Final Paper (Due Week 8)
IMPORTANT NOTE: This assignment is due in Week 8 to give you ample time to explore our class topics and create a thorough and informed paper. It must be turned in by 11:55 pm (EST) on Sunday of Week 8. Because this is the end of class, NO EXTENSIONS can be given for this paper. When class ends, all assignments must be in! Please plan your time carefully and turn this paper in early if at all possible.
In this assignment, you will construct a 10-12 page final research paper. Your paper should utilize sound critical thought and it should provide appropriate APA in-text citations and APA full-reference citations. The overall assignment is worth 20% of your final course grade. Be sure to read the directions for Submitting the Assignment.
Your paper will adhere to the general standards of the APA-formatting guidelines. It will include a title page, a short abstract, body of paper (Introduction/Thesis, Analysis, Application of Research, Summary and Conclusion) and a reference page. Comment by mothertao: Where the APA guidelines and the rules of this assignment diverge, stick to the rules of the assignment.
The Purdue Online Writing Lab offers information about APA guidelines and formatting:
http://owl.english.purdue.edu/owl/resource/560/01/
This site offers you answers to the most frequently asked questions on APA style as well as other useful APA information:
http://www.apastyle.org/learn/faqs/index.aspx
ALL Written assignments (i.e. Your Paper assignments) must be submitted TWICE: 1) Through the Sakai assignment submission link, and 2) Through www.turnitin.com. See Turnitin.com Directions
Format, Length and Content of Paper:
Title (First whole page of paper)
Abstract (Separate page)
Body of Paper: (10 -12 pages total) Clearly mark each part of the body of your paper with the following four section headings. Watch the page requirements carefully as you will be graded on them.
I. Introduction and Thesis Questions/Statement (1 page):
Introduce your topic and explain its relevance to you personally. Summarize the significance of this topic for others (e.g., the reader, groups, society). Describe the research questions that will guide your inquiry or the thesis statement that you will explore.
II. Analysis Using Concepts/Theories (2 – 3 pages):
Clearly and significantly apply at least five concepts/theories from our text to your research topic. While this sounds like what you did in Assignment One, this is no longer an exploration of how these might apply. Rather, these applications should be strong and well-supported in the final draft.
III. Application of Research (6 - 7 pages):
Clearly and significantly apply findings from at least 8 meaningful, up-to-date resources, 5 of which are from reputable academic journals. Your research in Assignment Two should help you with this, but remember that the final pape.
OFFICE OF INSTRUCTION HLC Academy – Writing Across the Curri.docxhopeaustin33688
OFFICE OF INSTRUCTION
HLC Academy – Writing Across the Curriculum at Mohave Rubric
The A paper The B paper The C paper The D paper The F paper
Ideas Excels in responding to assignment.
Interesting, demonstrates sophistication of
thought. Central idea/thesis is clearly
communicated, worth developing; limited
enough to be manageable. Paper
recognizes some complexity of its thesis:
may acknowledge its contradictions,
qualifications, or limits and follow out their
logical implications. Understands and
critically evaluates its sources,
appropriately limits and defines terms.
A solid paper, responding appropriately
to assignment. Clearly states a
thesis/central idea, but may have minor
lapses in development. Begins to
acknowledge the complexity of central
idea and the possibility of other points
of view. Shows careful reading of
sources, but may not evaluate them
critically. Attempts to define terms, not
always successful.
Adequate but weaker and less
effective, possibly responding less
well to assignment. Presents central
idea in general terms, often
depending on platitudes or clichés.
Usually does not acknowledge other
views. Shows basic comprehension
of sources, perhaps with lapses in
understanding. If it defines terms,
often depends on dictionary
definition.
Does not have a clear central idea
or does not respond appropriately
to the assignment. Thesis may be
too vague or obvious to be
developed effectively. Paper may
misunderstand sources.
Does not respond to the
assignment, lacks a thesis or central
idea, and may neglect to use
sources where necessary.
Organization &
coherence
Uses a logical structure appropriate to
paper’s subject, purpose, audience, thesis,
and disciplinary field. Sophisticated
transitional sentences often develop one
idea from the previous one or identify their
logical relations. It guides the reader
through the chain of reasoning or
progression of ideas.
Shows a logical progression of ideas and
uses fairly sophisticated transitional
devices; e.g., may move from least to
more important idea. Some logical links
may be faulty, but each paragraph
clearly relates to paper’s central idea.
May list ideas or arrange them
randomly rather than using any
evident logical structure. May use
transitions, but they are likely to be
sequential (first, second, third) rather
than logic-based. While each
paragraph may relate to central idea,
logic is not always clear. Paragraphs
have topic sentences but may be
overly general, and arrangement of
sentences within paragraphs may
lack coherence.
May have random organization,
lacking internal paragraph
coherence and using few or
inappropriate transitions.
Paragraphs may lack topic
sentences or main ideas, or may be
too general or too specific to be
effective. Paragraphs may not all
relate to paper’s thesis.
No appreciable organization; lacks
transitions and coherence.
Support.
ENGL 101Essay 3 ThesisOutline Instructions and ChecklistCause.docxSALU18
ENGL 101
Essay 3 Thesis/Outline Instructions and Checklist
Cause-and-Effect Argument Essay
In preparation for Essay 3 and by completing your textbook readings, you will be equipped to respond by objectively compiling information from a variety of sources to compose an essay that understands and practices reading, writing, and rhetoric within the context of a biblical worldview; applies methods of sound reasoning; produces well-structured essays; integrates sources accurately and effectively; writes with clarity; recognizes standard usage in English grammar, word choice (diction), phraseology, and sentence structure; and applies knowledge of sentence structure to basic sentence editing and revision (Syllabus MLOs: A, B, C, D, E, F, G and Module/Week 8 LOs: 1, 2, 3, 4, 5).
In Module/Week 7, you will write a thesis statement and outline for the cause and effect argument essay that you will write in the next module/week.
Develop an outline for your cause and effect argument essay that includes a clear thesis statement and a plan of support. Be sure to include all parts identified in “Structuring a Cause and Effect Argument” on pages 475–476 in your Practical Argument textbook. In addition, include at least 4 quotations, 1 summary,and 1 paraphrases into your essay from at least 3 outside sources to support your thesis statement and provide opposing argument(s). Be sure to document your sources correctly according to your documentation style (APA, MLA, or Turabian). Your outside sources can include scholarly sources and the Bible. (Note: Wikipedia is NOT an acceptable source for academic writing.)
Cause and Effect Essay Prompt
Write a cause and effect argument in which you answer one of the following questions:
1. How far should the government go to reduce the likelihood of terrorism on American soil?
2. Should illegal immigrants in the Unites States have constitutional rights?
3. Do immigrants have a duty to assimilate themselves into local culture?
Use academic research to include at least 4 quotations, 1 summary, and 1 paraphrase (at least 6 total) from at least 3 sources. Be sure to document your sources correctly according to your documentation style (current APA, MLA, or Turabian). The Bible can count as one of your sources.
After reading pages 468–481 in your Practical Argument textbook, you will be prepared to plan your own cause and effect argument that addresses one of the following questions:
1. How far should the government go to reduce the likelihood of terrorism on American soil?
2. Should illegal immigrants in the Unites States have constitutional rights?
3. Do immigrants have a duty to assimilate themselves into local culture?
Begin by reviewing the reading assignment with special attention to page 468—What is a Cause-and-Effect Argument?, page 471—Understanding Cause-and-Effect Relationships, and pages 475–476—Structuring a Cause-and-Effect Argument.
Next, do some preliminary research about your topic utilizing the scho ...
College Writing 1 Summary and Response Essay Fall Semester 2018.docxmary772
College Writing 1 Summary and Response Essay Fall Semester 2018
Due Date TBD (Goal date: First Draft Thursday, October 12)
Purpose: Summarize a reading and respond to content
Preparation:
1. Read pages 1-3 and summarize, “Is Google Making Us Stupid?” By Nicholas Carr on Blackboard
2. Prepare a “Reading the Text” graphic organizer
3. Practice group summary
4. Find a quote from the article to support your response. Cite it in APA format.
Writing Task:
Write a 3- page typed, double spaced summary and response essay. The student writer will...
1. Clearly state a thesis that shows whether they agree or disagree with Carr’s argument.
2. Produce an introduction, body (3-4), and conclusion
3. Produce a summary of the article
4. Practice integrating select quotations
5. Practice using a specific organizational pattern (block style or point by point style).
Your summary response will be graded on the following:
· Your ability to summarize the main ideas of a reading
· Your ability to formulate a thesis that shows your response
· Your ability to integrate a quote to support your thesis/response
· Your ability to use APA format to type your essay
· Your ability to find and incorporate a quote in your essay to support your thesis
· Your ability to cite the quote in APA format
· Your ability to articulate your ideas grammatically
Overview
A summary/response is a natural consequence of the reading and annotating process. In this type of essay, writers capture the controlling idea and the supporting details of a text and respond by agreeing or disagreeing and then explaining why.
The first step after active reading is writing a summary. Writing summaries is a common practice in college. They pull together the general conclusions and approaches of experts who have done research in a particular subject. Summaries should be written in your own words although you could include short quoted excerpts if you decide the author’s or speaker’s words summarize a point most precisely. Try to use pertinent quotations from the source, working them in gracefully where appropriate. Probably the best way to write a summary is ask yourself the following questions:
--What issues are described, explained or resolved in this work? --What is the controlling idea?
--What are the supporting details?
--What results or conclusions are made?
--What opinion does the author want readers to keep in mind about this topic? --What information does the author use to convince readers?
After you have written your summary, double-check to be sure that all facts you included are correct.
Summary Writing Guidelines
To move from an outline to a draft of a summary, follow these guidelines:
1. a) State the author’s name and the title of the text you’re summarizing in the first 1-2 sentences of the summary.
2. b) Express the author’s main idea in your own words in the first 1-2 sentences of the summary (no more than three words in a row from the text you’re summarizing.).
One way to improve your verbal communication is to own your thoughts.docxjuliennehar
One way to improve your verbal communication is to own your thoughts and feelings.
You-language
is a way of speaking that projects responsibility onto another person and tends to be judgmental.
I-language
, on the other hand, is a way of speaking that owns responsibility and is descriptive rather than judgmental. Study the following example:
You-language statement
I-language statement
"You make me so mad!"
"I feel very angry when you interrupt me when I'm telling a story."
Complete the following two parts of your written assignment in one Word document. First, show your skill at translating You-language messages into I-language messages. Secondly, apply this skill to your own communication.
Part 1
Translate the following
You-language
statements into
I-language
messages.
Sentences to be translated:
You are so selfish.
You don't understand a word I'm saying.
You are too nosy; mind your own business.
You totally humiliated me in front of our friends.
You never help me around the house.
Part 2
Think of a You-language statement that you find yourself using when you communicate with a friend, family member, spouse, or romantic partner. Compose a paragraph that explains the situation in which you have used this You-language message. Consider how you would translate this You-language statement into an I-language message.
.
One paragraphHas your family experienced significant upward or .docxjuliennehar
One paragraph:
Has your family experienced significant upward or downward mobility over the past three or four generations? How do you think your values and behavior might differ had you experienced the opposite pattern of mobility? How might it have been different had your family been of a different ethnic or racial origin?
One para:
One of the more interesting topics of study is the area of deviance and social control. Choose a form of deviance with which you are familiar (not necessarily something you’ve done, but something someone you know did) and discuss why society views that behavior as deviant and whether perceptions of that behavior have changed over time. Explain which theory of deviance you think works best for understanding the deviant behavior you’ve chosen to discuss
.
More Related Content
Similar to Touchstones are projects that illustrate your comprehension of the.docx
MNG10713 Assessment 2: Essay
The task:
Essay
Length:
2000 words +/– 10% not including tables, reference list or appendices
Value:
40%
Date due:
Friday 29th April 2016 (11.59pm QLD time)
Choose one of the following questions:
Either:
1. Today’s workforce and the nature of work itself is changing, particularly in the climate of globalisation, and the new technological revolution. As a consequence issues facing HRM are expected to change dramatically in the next decade'. Consider this statement and draw upon at least two topics from the unit to discuss what some of these challenges are and the specific competencies faced by organisations and HR professionals to support employees in the contemporary business environment.
Or,
2. Discuss some of the ways organisations, jobs and careers have changed over the past 10 years. What changes do you anticipate over the next 10 years? How might these changes affect the manager’s job and the skills a manager needs to be successful? Illustrate with examples from at least two topics covered in the unit.
Notes for assistance
· There is no fixed way to answer the essay topic. Students are being tested on their capacity to think critically and integrate their learning gained in lectures and through their readings and experience.
· ‘Discuss’ means you need to think about and write about the different possibilities before you present a point of view. This is likely to need both description and interpretation.
· Opinion must be supported by carefully selected and authoritative evidence.
· Students are expected to use at least 10 refereed journal articles in writing their essay.
A peer-reviewed or refereed journal is a scholarly journal that requires submitted articles to be subjected to a process of critical review by experts on the subject, known as referees, before determining if the article is to be accepted for publication.
Note: not every academic or scholarly journal is refereed or peer-reviewed.
Be aware: not all articles contained in a refereed journal are peer-reviewed!
As a rule of thumb, editorials, short items, book reviews and letters to the editor are not peer reviewed. Brief commentaries, short communications and conference papers are not peer-reviewed either.
· Remember to arrive at a conclusion.
Essay Structure
An academic essay aims to persuade readers of an idea based on evidence.
· An academic essay should answer a question or task.
· It should have a thesis statement (answer to the question) and an argument.
· It should try to present or discuss something: develop a thesis via a set of closely related points by reasoning and evidence.
· An academic essay should include relevant examples, supporting evidence and information from academic texts or credible sources.
Basic steps in writing an essay
Although there are some basic steps to writing an assignment, essay writing is not a linear process. You might work through the different stages a number of times in the course ...
Collaborate Summary RubricCollaborate Summary RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExemplaryContent of SummaryDid not provide summarySummary provided less than acceptable evidence that session recording was watched in its entirety. Summary provided satisfactory evidence that session recording was watched in its entirety. Summary proved the student watched and paid attention to the entire session recording. PresentationDid not provide summarySummary not presented in essay form (e.g. bullet lists)Summary provided in essay form, but did not meet 2 page, double spaced, in 11 or 12 point font requirement, or summary was not submitted through Blackboard or not composed in Microsoft Word.Summary met 2 page, double spaced, in 11 or 12 point font requirement. Submitted through the assignment link and composed in Microsoft Word.Clarity & MechanicsDid not provide summary
Summary presented in an unorganized or somewhat unorganized manner, with some clarity and/or grammatical or spelling errors.Summary presented in an organized manner with minor clarity and grammatical or spelling errors.Summary presented in a clear, concise manner and formatted in an easy to read style with no grammatical or spelling errors. Total # of Possible Points: 9
Discussion Board RubricDiscussion Board RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExcellentInitial Posting Timing & Relevance Zero posts or does not meet instructor timeline and requirements.Superficial thought. Adressed limited aspects relevant to the prompt and does not demonstrate understaning of key concepts.
Met partial elements of instructor timeline and requirementsThoughts were well developed and addressed basic aspects relevant to the prompt and demonstrated base knowledge of concepts.
Mostly met instructor timeline and requirements.Thoughts were well developed and fully addressed all aspects relevant to the prompt. Demonstrated excellent integration of key comcepts. Met or exceeded instructor timeline and requirements.Reply Postings Timeline & RelevanceZero replies, or replies not relevant to discussion topicsReplies were limited in relevance or did not enrich discussion (e.g. agrees or disagrees) or met partial elements of instructor timeline and requirements.Elaborated on posts with further comment or observation, relevant to topic. Mostly met instructor timeline and requirements.Demonstrated analysis of others' posts, included meaningful comments. Offered thoughtful insight. Met or exceeded instructor timeline and requirements.Clarity & Mechanics & ReferenceZero posts, or posted unorganized content that may contain multiple grammatical or spelling errors or may be inappropriate. Did not meet instructor requirements for references and citations.Communicated in a somewhat unorganized manner, with some errors in clarity and/or grammatical or spelling errors. Partically met instructor requ ...
Due Date 1159 p.m. EST, Sunday, of Unit 7 Points 100MargaritoWhitt221
Due Date: 11:59 p.m. EST, Sunday, of Unit 7
Points: 100
Overview:
Over the course of the last few units, you have been working on crafting the argument
for your Argument Essay. You will now write an argument essay that answers one of
these questions.
The essay should answer ONE of these questions:
1. Should climate change be considered a real issue or a hoax?
2. Should the United States have universal health care?
3. Should employers have access to employee’s social media content?
Each of the above questions relate to one of the issues you have already written about
in the Unit 4 Assignment: Pro and Con of an Issue. Now, choose one side of the issue
to develop into an argument essay.
You should answer ONE of the above questions in a well-thought out and developed
argument essay with:
• A clear introduction that sets up the issue, explains your topics, and ends with your
thesis statement.
• Body paragraphs focusing on one topic in support of your argument in each paragraph.
o You need three reliable and academic sources for this assignment in support of
your argument. You should include evidence that is directly quoted, paraphrased,
or summarized to support each topic. The evidence should have appropriate in-
text citations.
o You will typically want to include one piece of evidence in the body of each
paragraph, as you did in the paragraph and pro/con assignment. You are not
required to include a source about the counterargument (other side of your
argument), but you may if you would like.
• Then, end with a conclusion that wraps up your essay’s argument and leaves the reader
with something to consider about your issue.
ENG110 – College Writing
Argument Essay
• Include a references page for the three sources you used in your essay.
You can use the ideas from your Pro/Con paragraphs in your argument essay, but
they should be revised and reworded so that you are not just resubmitting your
Unit 4 assignment.
Argument Essay and Third Person, Objective Writing
We have probably all had to argue for a position we held. What makes someone
receptive to your argument? Normally, the audience is more willing to listen to your
position if you argue for it objectively and avoid unreasonable, argumentative tactics.
Your argument needs to be logical and fair, giving people the ability to disagree with
you.
Your argument also should be written in the third person to show that you can be
objective, meaning you use “He,” “she,” “they,” “people,” “one” and do not use “I,” “me,”
“we,” “us,” “our,” “you,” and “your.”
Instructions:
• Create an argument essay that answers ONE of the above questions.
• You should have a well-articulated argument essay with an introduction, body
paragraphs (with evidence), conclusion, and a references page.
Requirements:
• Please submit a Microsoft Word document or PDF.
• The essay should be three to four pages in length ...
Summary Exercise InstructionsFor this assignment only, there is .docxpicklesvalery
Summary Exercise Instructions
For this assignment only, there is no draft option. You should simply submit your required final copy whenever you are ready. This assignment is designed to inform your larger research project.
Additional helpful resources:
Summary Exercise Rubric | Summary Exercise Sample 1 | Summary Exercise Sample 2
Option #1: Investigate and Interview
You have already chosen a topic and created a working thesis statement for your research paper topic. Find a non-profit organization (e.g., one that provides literacy instruction, a support group for cancer patients, a shelter that provides refuge for battered women) in your city that is connected to your topic. For example, if you are researching services for blind people, you might interview someone at the National Federation of the Blind.
Explain your assignment and request an interview with a staff member who is considered an expert in the field. Create 10 to 20 questions related to your thesis statement to ask the interviewee. For the writing assignment (Note that you should be conducting this interview yourself. You should not be summarizing an interview that someone else conducted):
· Create an introduction that includes the interviewee’s background. What is his/ her name? What is his/her position? How long has your interviewee worked at this organization, and what is his/her role there? These are just some of the questions that you can ask to help you build your introductory paragraph.
· Summarize the interviewee's responses in approximately three cohesive body paragraphs.
· Finish with a concluding paragraph that explains how this interview helped you better understand your chosen research paper topic.
Option #2: Getting What you Need from Periodicals
Locate credible sources for your chosen topic of the research paper project. Find at least five relevant sources from periodicals (Please do not use basic informative website such as ehow or Wikipedia. The source you choose will ideally be an academic or research-based article). From the sources that you find, choose one to summarize. The source you choose should be a credible periodical and not merely a random website. Also keep in mind that your chosen source should be research-based and non-fiction. For example, you should not summarize a short story for this assignment. Choose a source such as a journal article, an essay in an anthology, a magazine article, or a newspaper article. For this option, you might use this as a guideline for crafting your thesis statement: John Smith’s book The Guiding Light explained (add first paragraph focus), (add second paragraph focus), and (add third paragraph focus).
Here are some possible places to search for good sources:
· Internet Public Library: http://www.ipl.org/
· Google Scholar: http://scholar.google.com/ (note that this is different from regular Google)
· Microsoft Academic Search: http://academic.research.microsoft.com/
· Cornell University’s arXiv (open access sou ...
ANT2002 Major Essay Instructions.docxEssay Question Discuss.docxamrit47
ANT2002 Major Essay Instructions.docx
Essay Question:
Discuss the concept of an epidemiological transition. Explain the natures of those associated with the Neolithic, urbanisation/civilisation, colonisation/migration/ conquest, and modernisation.
MAJOR ESSAY (2500-3000 WDS)Assessment
· Item MAJOR ESSAY (2500-3000 WDS) — TWMBA ONLINE ONL
Due by 11 May 2020
Maximum grade 40
Weighting 40%
· Assessment of essays
All essays returned to you will have a marking matrix attached with comments. These are meant to be constructive and are made to point out errors and areas where improvements could be made. The comments will explain why you got the mark you did. They are, therefore, usually ‘critical’. You should consider these comments carefully, and try to understand why they were made. If you do not see the point, or want further comment, please take this matter up with whoever marked your essay, preferably via the course coordinator A/Prof Lara Lamb.
The following points will be noted particularly in marking essays:
1. Relevance to the topic set.
2. Organisation and effectiveness of argument, and proper use of anthropological concepts and principles as outlined during the course of your reading.
3. Evidence of reading outside the set texts and accuracy of facts presented in the essay.
4. Originality – careful and critical thought about the topic, and use of illustrative material from independent reading and also, to some extent, from observation and experience.
5. Accuracy and clarity of written English, including grammar, spelling, and punctuation. Overall legibility and general setting out will be noted, especially of essay structure and referencing.
How to write an essay/presentation
Do not go over the word limit. This is set specifically to help you develop a sharp and concise style. Going under the word limit is preferable to ‘padding out’ your answer with vagaries or ‘waffle’ to reach the word limit.
Do not use value judgements of subjective terminology such as: primitive, backward, surprisingly advanced, superior or developed. You must be objective and indicate clearly what you mean by your terms.
Writing an essay is a gradual process; the final version of an essay should have been developed over several drafts, prepared as you explore the topic and compile notes from reading material.
You will usually need to do some reading before you can grasp the significance of the set topic. Begin with the suggested references in your book of reading and, as you read, keep a copy of the actual wording of the topic/question in view. Initial reading will enable you to:
1. Recognise the implications underlying the actual wording of the topic.
2. Understand key ideas and terms.
3. Identify all parts of the set question.
After some preliminary reading, when you feel you are beginning to grasp the topic, draft an outline plan for your essay. This will involve drawing up headings for each major section of your essay, writing a statement, in .
Select a topic to research. For your research, you must use Google.docxbagotjesusa
Select a topic to research. For your research, you must use Google Scholar or another reputable site. Use Lecture 2 for a description of what is considered a scholarly article. Use APA formatting style for references. Create a title page and a reference list with 10 references from the last 5 years. Include the permalink for each reference. Include the following types of references:
1. Book
2. Journal articles
3. Website
4. Dissertation/thesis from a database
5. Streaming video
6. Book chapter
Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
LECTURE 2
Introduction
Learning to communicate appropriately and effectively in a variety of settings and in a variety of formats is an important skill in both academic and professional environments. In an online learning environment, learning to communicate effectively through writing is particularly important because it is, by far, how the majority of communication occurs. Review the learning objectives for this module within the course syllabus and use the following lecture, which is about various forms of written communication used in the online graduate setting, to accomplish them.
Paraphrasing
Paraphrasing the ideas of others is a requirement in academic writing and graduate study. Paraphrasing is using your own words to restate ideas or information from a source material. Paraphrasing will help you grasp the full meaning of the source material and allow you to appropriately reference the source material to support your own ideas and academic writing. Paraphrased material is usually shorter and more concise than the original information. The following are some common guidelines taken from the Purdue Online Writing Lab (2012), which may assist you with learning to paraphrase information gathered from reading materials for use in completing your coursework.
Reread the original passage until you understand its full meaning.
Set the original passage aside and, on a note card, write what you think the passage means in your own words (paraphrase).
Jot down a few words below your paraphrase to remind you later of how you plan to use the information. At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase.
Compare your paraphrase with the original to make sure that your version accurately expresses all the essential information.
Use quotation marks to identify any unique term or phrase you copied exactly from the original source.
Record the source (including the page) on your note card so that you can cite it easily if you decide to incorporate the material into a paper or discussion question response.
The following is an example of paraphrasing (Purdue OWL, 2012), which i.
ENG 115ASSIGNMENT 1 PERSONAL ESSAYDue Week 3 and worth 10.docxSALU18
ENG 115
ASSIGNMENT 1: PERSONAL ESSAY
Due Week 3 and worth 100 points
You have a wealth of experiences, knowledge, and opinions that make you who you are. For your first assignment you will
share your opinions and/or experiences to write a personal essay.
What is a personal essay? It’s one of many types of formal essays. All formal essays maintain the same basic structure:
Introduction with a thesis statement, supporting paragraphs, and conclusion. The personal essay is a narrative in which
the author writes about an experience that was highly meaningful (usually a lesson was learned) or about a topic that they
have an opinion about. For this assignment, choose a topic and discuss three reasons why the topic is important to you.
The topic choices are presented in your webtext.
INSTRUCTIONS:
Compose a two (2) page paper in which you do the following:
1. Use first person point of view (POV) and the appropriate voice and tone throughout your paper.
a. Did you use first person pronouns? (I, we, me, us, my/mine, our/ours)
b. Does your personality carry over in your writing? Are your word choices personal and consistent?
c. Is the tone casual/informal? Does it express your attitude about the topic?
2. Write an introduction paragraph, which includes your thesis statement. It is suggested that this paragraph contain 5-7
sentences.
a. Does your introduction include an attention grabber or hook, and/or some background information on the
topic?
b. Does your thesis statement include three personal reasons why the topic is meaningful to you?
c. Is your thesis statement clear and concise?
d. Does your introduction provide a preview of the rest of your essay?
3. Write a supporting/body paragraph for each of the three (3) points/reasons from your thesis statement. It is suggest-
ed that each paragraph contain at least 5-7 sentences.
a. Do your body paragraphs support each point of your thesis with relevant examples, observations, or
experiences?
4. Write with logic and with transitions throughout your paper.
a. Are your ideas consistent and well-organized, i.e., chronological order or order of importance?
b. Do your ideas flow from one sentence to the next and one paragraph to the next, in the order presented in your
thesis statement?
5. Write a conclusion paragraph. It is suggested that this paragraph contain 5-7 sentences.
a. Did you paraphrase or restate the thesis in a new way?
b. Did you leave a lasting impression, so that your readers continue thinking about your topic after they have
finished reading?
6. Apply proper grammar, mechanics, punctuation and APA formatting throughout your paper.
a. Did you check your grammar?
i. The way words are put together to make units of meaning: Sentence structure, pronoun-agreement, etc.
b. Did you check your essay for mechanics?
i. All the “technical” stuff in writing: Spelling, capitalization, use of numbers and other symbols, etc.
b. Did you check the punctuation?
i. The “symbols” ...
Essay #1 Instructions For Essay #1 you will need to choos.docxelbanglis
Essay #1 Instructions
For Essay #1 you will need to choose ONE of the two options listed below, related to Chapter 4 and
Chapter 6 (respectively), and write an essay addressing the topic.
Option 1: Over the last decade, there has been an increasing awareness of opioid dependence among the
general public. Prescription drug abuse is sometimes called an epidemic. Why are opioid analgesics so
widely abused?
Option 2: Vision is a complex process involving multiple brain areas. To which areas could changes
cause a loss of vision? How would those changes of vision affect your daily life?
Your essay should be based primarily on information from the class textbook and other assigned
materials. Other sources may be used sparingly. All sources (including the textbook and assigned class
materials) should be cited using correct APA style and you should include an APA style reference page
following your essay (even if it only has one reference).
Submit your assignment as a Word (.doc or .docx) file; other formats are not acceptable. Your response
should be about 500 words (450-550, not counting citations), typed using Time New Roman 12 point
font, with 1-inch margins. The text should be left aligned with a right ragged edge and double spaced
throughout. NO direct quotes are permitted; all information should be correctly paraphrased.
Use the automatic numbering feature of Word to add right aligned page numbers in the header of your
document. Do not include a title page. On the first line of the first page, type your name (no other
information required; not included in the word count). On the next line, type the topic you’ve chosen
(option 1 or option 2; not included in the word count). Begin your response on the next line and type your
response. The last page of your document should include your APA-style reference section (not included
in word count). A submission that fails to include citations and reference(s) constitutes plagiarism; see
below. Save your as LastnameF_3106_Essay1.docx (where you substitute your last name and the first
initial of your first name. Upload the file in Revel before 10AM on Monday, March 2, 2020.
Plagiarism
Plagiarism is presenting someone else's work as your own. Many students are not aware that there are
different types of plagiarism. You are responsible for being familiar with the following information
regarding plagiarism as it relates to your work in this class.
Intentional plagiarism involves knowingly and deliberately presenting someone else’s work or ideas
as your own. Copying work from a website is an example of intentional plagiarism. Copying work from
the textbook is an example of intentional plagiarism. Copying work from another student is an example of
intentional plagiarism. Engaging in plagiarism is a violation of the Savannah State University Code of
Conduct instances of intentional plagiarism in this class will be handled as academic dishonesty.
...
Essay #1 Instructions For Essay #1 you will need to choos.docxrusselldayna
Essay #1 Instructions
For Essay #1 you will need to choose ONE of the two options listed below, related to Chapter 4 and
Chapter 6 (respectively), and write an essay addressing the topic.
Option 1: Over the last decade, there has been an increasing awareness of opioid dependence among the
general public. Prescription drug abuse is sometimes called an epidemic. Why are opioid analgesics so
widely abused?
Option 2: Vision is a complex process involving multiple brain areas. To which areas could changes
cause a loss of vision? How would those changes of vision affect your daily life?
Your essay should be based primarily on information from the class textbook and other assigned
materials. Other sources may be used sparingly. All sources (including the textbook and assigned class
materials) should be cited using correct APA style and you should include an APA style reference page
following your essay (even if it only has one reference).
Submit your assignment as a Word (.doc or .docx) file; other formats are not acceptable. Your response
should be about 500 words (450-550, not counting citations), typed using Time New Roman 12 point
font, with 1-inch margins. The text should be left aligned with a right ragged edge and double spaced
throughout. NO direct quotes are permitted; all information should be correctly paraphrased.
Use the automatic numbering feature of Word to add right aligned page numbers in the header of your
document. Do not include a title page. On the first line of the first page, type your name (no other
information required; not included in the word count). On the next line, type the topic you’ve chosen
(option 1 or option 2; not included in the word count). Begin your response on the next line and type your
response. The last page of your document should include your APA-style reference section (not included
in word count). A submission that fails to include citations and reference(s) constitutes plagiarism; see
below. Save your as LastnameF_3106_Essay1.docx (where you substitute your last name and the first
initial of your first name. Upload the file in Revel before 10AM on Monday, March 2, 2020.
Plagiarism
Plagiarism is presenting someone else's work as your own. Many students are not aware that there are
different types of plagiarism. You are responsible for being familiar with the following information
regarding plagiarism as it relates to your work in this class.
Intentional plagiarism involves knowingly and deliberately presenting someone else’s work or ideas
as your own. Copying work from a website is an example of intentional plagiarism. Copying work from
the textbook is an example of intentional plagiarism. Copying work from another student is an example of
intentional plagiarism. Engaging in plagiarism is a violation of the Savannah State University Code of
Conduct instances of intentional plagiarism in this class will be handled as academic dishonesty.
.
Scoring Full Points on Discussion Questions1. Use headings to se.docxbagotjesusa
Scoring Full Points on Discussion Questions
1. Use headings to separate the different parts of your discussion. This helps to make sure you address everything you are asked to address in the discussion.
2. Use at least one outside professional resource published in the last 5 years in your initial post. I’ve already read your textbooks, so I want to see you applying material beyond what we are discussing in the course. Professional resources refer to books or journal articles, not Wikipedia or other non-professional sources.
3. Give a substantial response to more peers than is required for the minimum. For instance, if you are required to respond to one peer and you respond to one peer – you have met the standard. If you want to go above and beyond, respond to at least two peers in an effort to keep the conversation going. Responding to me does not count as a peer response.
4. Use at least one professional outside resource in your peer responses. This means using a book or journal article, not Wikipedia or other non-professional sources. This should not be the same resource as the one used in your initial post.
5. Proof read all work before posting! The best way to do this is to type a response in word, use spell check; proof read your work and then copy and paste into the discussion area. If you consistently turn in work that is full of spelling errors and grammatical mistakes, you will receive lower scores for your writing.
6. Be on time with all posts.
Scoring Full Points on Application Papers and Final Projects
1. Review the Quick Reference List for APA Formatting to make sure you are not making any of the mistakes outlined there.
2. Be sure to know the difference between quotation marks (“”), which are used around direct quotes, and apostrophes (‘) which are used to make words plural such as client’s or clients’.
3. Make sure to always include a cover page with page numbers. Refer to your APA manual as a guide.
4. Start each paper with an introduction that outlines what your paper will be talking about.
5. Use headings to separate the different areas of your paper. This will also help you make sure you are addressing everything you are being asked to address in your paper.
6. Include a conclusion that summarizes everything you have discussed in your paper.
7. Use at least two outside professional resources in your application papers that have been published within the last 5 years.
8. Put your references on a separate page and make sure all references are listed in alphabetical order and are double spaced.
9. Be sure to have accurate APA references and in text citations. Be sure to follow the APA 6th edition for how to do your citations and references.
10. Be on time with your applications.
11. Please note that Wikipedia and other online sites of that caliber are NOT scholarly resources. Your resources should be limited to academic books and journal articles only that are no more than 5 years old. The only exception for olde.
Top of FormBottom of FormPersuasive Essay Peer Review Wor.docxjuliennehar
Top of Form
Bottom of Form
Persuasive Essay: Peer Review Worksheet
Part of your responsibility as a student in this course is to provide quality feedback to your peers to help them improve their writing skills. This worksheet will assist you in providing that feedback. Submit this review as an attachment to both your instructor within the assignment bin and into your reply to your peer’s post containing the assigned draft.
Name of the Draft’s Author:
Name of the Peer Reviewer:
Summary
After reading through the draft one time, write a summary (3–5 sentences) of the paper. This should include the stance and the three sub-topics used to support the position within the essay. Do not place your own critique of the essay within this space.
Evaluate the Essay
After a second, closer reading of the draft, evaluate the essay using the Persuasive Essay: Final Draft rubric below. Determine the level of achievement appropriate for each assignment criteria. (Level of achievement ranges from Unsatisfactory to Excellent and are found at the top of the rubric. Assignment criteria are found in the left column of the rubric.). Please use the highlighting tool to score your peer within each criteria. Then use the right hand side of the rubric to include a rationale with evidence and examples for the score.
Topic 7 Rubric: Persuasive Essay: Final Draft
Criteria
1
Unsatisfactory
2
Less Than Satisfactory
3
Satisfactory
4
Good
5
Excellent
Why was this score determined for your peer’s essay? What evidence/examples do you have for this score?
% Scaling
0%
65%
75%
85%
100%
Content – 70%
Objective Perspective and Position
Addresses a single source or view of the argument and fails to clarify presented position relative to one’s own.
Appropriately identifies one’s own position on the topic. Vague explanation of the position is given. Little reference to specific issues related to the topic is made. Position completely appeals to emotion instead of reason.
Appropriately identifies one’s position on the topic. Explains the position taken in a coherent way. Sound reference to specific issues related to the topic is made. Position mostly appeals to emotion instead of reason.
Formulates a clear and precise point of view of the topic. Clearly explains the position taken. Sound and detailed reference to specific issues related to the topic is made. Position appeals mostly to reason.
Formulates a clear and precise point of view of the topic. Comprehensively explains the position taken. Specific issues related to the topic are fully presented in great detail. Position appeals to reason.
Rationale for score:
Word Count
Word count is less than half the minimum or more than double the maximum.
Body of essay is more than 100 words over or under the word count.
Body of essay is more than 50 but less than 100 words over or under the word count.
Body of essay is over or under the word count by 50 words or less.
Within the appropriate word count.
Ra ...
The assignment is to write a paper reflecting on 2-3 topics that w.docxarnoldmeredith47041
The assignment is to write a paper reflecting on 2-3 topics that were interesting in the second half of the semester and how you might apply them in the future to your profession. The reflection paper must be at least minimum 2 pages in length but no longer than 3 pages. The reflection paper must be completed in APA format and must provide at minimum 3 outside resources. Please take a few minutes to review the grading rubic, most of what you will review has to do with content and ensuring you are correct writing style. When completing assignment, please upload the document.
Due Friday August 16th, 2019
TOPICS ARE:
· Ergogenic Aids and Performance
&
· Training at Altitude
FUTURE PROFESSION: Physical Therapy
RUBRIC ~
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeComprehension of Material
10.0 pts
Demonstrates excellent comprehension of the assignment’s key principles and issues.
8.5 pts
Demonstrates good comprehension of the assignment’s key principles and issues.
7.5 pts
Demonstrates fair comprehension of the assignment’s key principles and issues.
6.5 pts
Demonstrates poor comprehension of the assignment’s key principles and issues.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeDevelopment of Main Points
10.0 pts
Develops main points well in a logical, organized manner.
8.5 pts
Ideas are mostly presented in a logical, organized manner.
7.5 pts
Ideas may stray from topic and are presented with little logic and organization.
6.5 pts
Logic and organization are missing.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeCritical Thinking
10.0 pts
Offers thorough constructive critique and/or in-depth analysis, insight, reflection.
8.5 pts
Occasionally offers constructive critique and/or in-depth analysis, insight, reflection.
7.5 pts
Offers insufficient constructive critique and/or in-depth analysis, insight, reflection.
6.5 pts
Lacks constructive critique ad/or in-depth analysis, insight, reflection.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeUse of Resources
5.0 pts
Uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
4.0 pts
Mostly uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
3.0 pts
Sometimes uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
2.0 pts
Rarely uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
0.0 pts
Never uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
5.0 pts
This criterion is linked to a Learning OutcomeSynthesis Through Use of Words
10.0 pts
Always uses own words to synthesize li.
Evaluate your improvements made and weaknesses that still persist .docxpauline234567
Evaluate your improvements made and weaknesses that still persist in your writing style. Discuss the following elements of writing style:
Type your response in a word file. Include your full name (Jada Nelson), your professor’s name (Professor Hope), the course number (ENG1105) and the word count in the upper left-hand corner, Double-space your draft.
a. Paragraphs and transitions: providing one main point per paragraph instead of mixing ideas, using strong topic sentences and smooth transitions.
(The information to use)
Paragraphs for the most parts have been good but I've struggled with transitioning to a new paragraph. Otherwise, I don't really mix ideas when I have a certain topic in mind for a paragraph.
b. Sentences: using sentence-combining skills and different types of sentences for effect.
(The information to use)
This has been somewhat rocky for me just because of the word requirements. I've been trying my best at it but I have let a few sentences slide just so I've been able to reach the word requirements.
c. Word choice: carefully choosing the best words, using appropriate diction.
(The information to use)
I feel like my wording has been good most of the course except for the second essay (proposal essay). I'm not really sure why I struggled so much with the essay. For the most part my word choice has been decent.
Write in complete sentences, and provide specific examples to illustrate your discussion. The essay must be between 500-750 words.
Write 5 paragraphs please.
Paragraph 1:
Introduction
Paragraph 2:
A. Paragraphs and transitions: providing one main point per paragraph instead of mixing ideas, using strong topic sentences and smooth transitions.
Paragraph 3:
B. Sentences: using sentence-combining skills and different types of sentences for effect.
Paragraph 4:
C Word choice: carefully choosing the best words, using appropriate diction.
Paragraph 5:
Conclusion
NOOOOOOOOOO PLAGIARISM!!!!!!!!!!!!
· APA formatting: Resources and citations are formatted according to the current APA style and formatting. See
Evidence and APA.
· Number of resources: Minimum of 6 scholarly sources. Distinguished submissions will likely exceed this number.
· Length of paper: 6–8 typed, double-spaced pages. Additionally, a title page and references page.
· Font and font size: Times New Roman, 12 point.
[removed]
Undergraduate Pathways ENG1105
ESSAY EXAM RUBRIC QUESTION #____ Name:______________________
CONTENT “A” PAPER “B” PAPER “C” PAPER “D/F” PAPER
Addressing Type
of Essay Question
Accurately identifies the essay
terms being used in the question;
designs answer that specifically
addresses the question; precisely
and lucidly discusses the subject
under the terms for examination
Definite recognition the essay terms
being used in the question; designs an
answer which addresses the terms;
correctly discusses the subject under
the terms for examin.
ENG 115
ASSIGNMENT 2: STANCE ESSAY DRAFT
Due Week 7 and worth 100 points
For your next assignment, you will write a stance essay. A stance essay takes a position on a topic and argues and supports that
position with evidence. Consider your topic:
· What possible positions/arguments are there?
· What position resonates with you? (Which position do you believe is correct?)
· What are your main points?
· What are the counterpoints? Are you ready to dispute them?
· Do you have enough evidence to effectively support your argument?
For the stance essay, your personal voice (your perspective) should come through. This is just like assignment 1, except you should
maintain a formal tone.For this essay, you will need to support your points with credible sources. You’re ready to take a position on
the topic you have been writing about!
Important note: Stance Essays DO incorporate research exclusively from the WebText. DO NOT use outside sources. If you have
written a Stance Essay in a previous course, please reach out to your professor to see if you can re-use it. You are not permitted to
use ANY paper from an unrelated current or past course.
INSTRUCTIONS:
You are required to use your WebText to draft your essay in the templates!
Compose a three-four (3-4) page paper in which you do the following:
1. Use third person point of view (POV) and the appropriate voice and tone throughout your paper.
a. Did you use third person pronouns? (he, she, they, their)
b. Does your personality carry over in your writing? Are your word choices personal and consistent?
c. Is the tone formal? Does it express your attitude about the topic?
2. Write an introduction paragraph, which includes your thesis statement. It is suggested that this paragraph contain 5-7
sentences.
a. Does your introduction include solutions or approaches on the topic?
b. Does your thesis statement include three supporting reasons that clearly express your stance on the topic?\
c. Is your thesis statement clear and concise?
d. Does your introduction provide a preview of the rest of your essay?
3. Write a supporting/body paragraph for each of the three (3) points/reasons from your thesis statement. It is suggested
that each paragraph contain at least 5-7 sentences.
a. Do your body paragraphs support each point of your thesis with relevant examples or statistics?
b. Do you address the opinions or concerns that your audience might have?
c. Did you paraphrase, quote, or summarize properly to avoid plagiarism? Did you comment on each quotation? Do
you limit quotes to no more than 25 words.
4. Write with logic and with transitions throughout your paper?
a. Are your ideas consistent and well-organized, i.e., chronological order or order of importance?
b. Do your ideas flow from one sentence to the next and one paragraph to the next, in the order presented in your
thesis statement?
5. Write a conclusion paragraph. It is suggested that thi ...
SOCI 403 Social ChangeAmerican Public University SystemWri.docxjensgosney
SOCI 403 Social Change
American Public University System
Written Assignment Four: Final Paper (Due Week 8)
IMPORTANT NOTE: This assignment is due in Week 8 to give you ample time to explore our class topics and create a thorough and informed paper. It must be turned in by 11:55 pm (EST) on Sunday of Week 8. Because this is the end of class, NO EXTENSIONS can be given for this paper. When class ends, all assignments must be in! Please plan your time carefully and turn this paper in early if at all possible.
In this assignment, you will construct a 10-12 page final research paper. Your paper should utilize sound critical thought and it should provide appropriate APA in-text citations and APA full-reference citations. The overall assignment is worth 20% of your final course grade. Be sure to read the directions for Submitting the Assignment.
Your paper will adhere to the general standards of the APA-formatting guidelines. It will include a title page, a short abstract, body of paper (Introduction/Thesis, Analysis, Application of Research, Summary and Conclusion) and a reference page. Comment by mothertao: Where the APA guidelines and the rules of this assignment diverge, stick to the rules of the assignment.
The Purdue Online Writing Lab offers information about APA guidelines and formatting:
http://owl.english.purdue.edu/owl/resource/560/01/
This site offers you answers to the most frequently asked questions on APA style as well as other useful APA information:
http://www.apastyle.org/learn/faqs/index.aspx
ALL Written assignments (i.e. Your Paper assignments) must be submitted TWICE: 1) Through the Sakai assignment submission link, and 2) Through www.turnitin.com. See Turnitin.com Directions
Format, Length and Content of Paper:
Title (First whole page of paper)
Abstract (Separate page)
Body of Paper: (10 -12 pages total) Clearly mark each part of the body of your paper with the following four section headings. Watch the page requirements carefully as you will be graded on them.
I. Introduction and Thesis Questions/Statement (1 page):
Introduce your topic and explain its relevance to you personally. Summarize the significance of this topic for others (e.g., the reader, groups, society). Describe the research questions that will guide your inquiry or the thesis statement that you will explore.
II. Analysis Using Concepts/Theories (2 – 3 pages):
Clearly and significantly apply at least five concepts/theories from our text to your research topic. While this sounds like what you did in Assignment One, this is no longer an exploration of how these might apply. Rather, these applications should be strong and well-supported in the final draft.
III. Application of Research (6 - 7 pages):
Clearly and significantly apply findings from at least 8 meaningful, up-to-date resources, 5 of which are from reputable academic journals. Your research in Assignment Two should help you with this, but remember that the final pape.
OFFICE OF INSTRUCTION HLC Academy – Writing Across the Curri.docxhopeaustin33688
OFFICE OF INSTRUCTION
HLC Academy – Writing Across the Curriculum at Mohave Rubric
The A paper The B paper The C paper The D paper The F paper
Ideas Excels in responding to assignment.
Interesting, demonstrates sophistication of
thought. Central idea/thesis is clearly
communicated, worth developing; limited
enough to be manageable. Paper
recognizes some complexity of its thesis:
may acknowledge its contradictions,
qualifications, or limits and follow out their
logical implications. Understands and
critically evaluates its sources,
appropriately limits and defines terms.
A solid paper, responding appropriately
to assignment. Clearly states a
thesis/central idea, but may have minor
lapses in development. Begins to
acknowledge the complexity of central
idea and the possibility of other points
of view. Shows careful reading of
sources, but may not evaluate them
critically. Attempts to define terms, not
always successful.
Adequate but weaker and less
effective, possibly responding less
well to assignment. Presents central
idea in general terms, often
depending on platitudes or clichés.
Usually does not acknowledge other
views. Shows basic comprehension
of sources, perhaps with lapses in
understanding. If it defines terms,
often depends on dictionary
definition.
Does not have a clear central idea
or does not respond appropriately
to the assignment. Thesis may be
too vague or obvious to be
developed effectively. Paper may
misunderstand sources.
Does not respond to the
assignment, lacks a thesis or central
idea, and may neglect to use
sources where necessary.
Organization &
coherence
Uses a logical structure appropriate to
paper’s subject, purpose, audience, thesis,
and disciplinary field. Sophisticated
transitional sentences often develop one
idea from the previous one or identify their
logical relations. It guides the reader
through the chain of reasoning or
progression of ideas.
Shows a logical progression of ideas and
uses fairly sophisticated transitional
devices; e.g., may move from least to
more important idea. Some logical links
may be faulty, but each paragraph
clearly relates to paper’s central idea.
May list ideas or arrange them
randomly rather than using any
evident logical structure. May use
transitions, but they are likely to be
sequential (first, second, third) rather
than logic-based. While each
paragraph may relate to central idea,
logic is not always clear. Paragraphs
have topic sentences but may be
overly general, and arrangement of
sentences within paragraphs may
lack coherence.
May have random organization,
lacking internal paragraph
coherence and using few or
inappropriate transitions.
Paragraphs may lack topic
sentences or main ideas, or may be
too general or too specific to be
effective. Paragraphs may not all
relate to paper’s thesis.
No appreciable organization; lacks
transitions and coherence.
Support.
ENGL 101Essay 3 ThesisOutline Instructions and ChecklistCause.docxSALU18
ENGL 101
Essay 3 Thesis/Outline Instructions and Checklist
Cause-and-Effect Argument Essay
In preparation for Essay 3 and by completing your textbook readings, you will be equipped to respond by objectively compiling information from a variety of sources to compose an essay that understands and practices reading, writing, and rhetoric within the context of a biblical worldview; applies methods of sound reasoning; produces well-structured essays; integrates sources accurately and effectively; writes with clarity; recognizes standard usage in English grammar, word choice (diction), phraseology, and sentence structure; and applies knowledge of sentence structure to basic sentence editing and revision (Syllabus MLOs: A, B, C, D, E, F, G and Module/Week 8 LOs: 1, 2, 3, 4, 5).
In Module/Week 7, you will write a thesis statement and outline for the cause and effect argument essay that you will write in the next module/week.
Develop an outline for your cause and effect argument essay that includes a clear thesis statement and a plan of support. Be sure to include all parts identified in “Structuring a Cause and Effect Argument” on pages 475–476 in your Practical Argument textbook. In addition, include at least 4 quotations, 1 summary,and 1 paraphrases into your essay from at least 3 outside sources to support your thesis statement and provide opposing argument(s). Be sure to document your sources correctly according to your documentation style (APA, MLA, or Turabian). Your outside sources can include scholarly sources and the Bible. (Note: Wikipedia is NOT an acceptable source for academic writing.)
Cause and Effect Essay Prompt
Write a cause and effect argument in which you answer one of the following questions:
1. How far should the government go to reduce the likelihood of terrorism on American soil?
2. Should illegal immigrants in the Unites States have constitutional rights?
3. Do immigrants have a duty to assimilate themselves into local culture?
Use academic research to include at least 4 quotations, 1 summary, and 1 paraphrase (at least 6 total) from at least 3 sources. Be sure to document your sources correctly according to your documentation style (current APA, MLA, or Turabian). The Bible can count as one of your sources.
After reading pages 468–481 in your Practical Argument textbook, you will be prepared to plan your own cause and effect argument that addresses one of the following questions:
1. How far should the government go to reduce the likelihood of terrorism on American soil?
2. Should illegal immigrants in the Unites States have constitutional rights?
3. Do immigrants have a duty to assimilate themselves into local culture?
Begin by reviewing the reading assignment with special attention to page 468—What is a Cause-and-Effect Argument?, page 471—Understanding Cause-and-Effect Relationships, and pages 475–476—Structuring a Cause-and-Effect Argument.
Next, do some preliminary research about your topic utilizing the scho ...
College Writing 1 Summary and Response Essay Fall Semester 2018.docxmary772
College Writing 1 Summary and Response Essay Fall Semester 2018
Due Date TBD (Goal date: First Draft Thursday, October 12)
Purpose: Summarize a reading and respond to content
Preparation:
1. Read pages 1-3 and summarize, “Is Google Making Us Stupid?” By Nicholas Carr on Blackboard
2. Prepare a “Reading the Text” graphic organizer
3. Practice group summary
4. Find a quote from the article to support your response. Cite it in APA format.
Writing Task:
Write a 3- page typed, double spaced summary and response essay. The student writer will...
1. Clearly state a thesis that shows whether they agree or disagree with Carr’s argument.
2. Produce an introduction, body (3-4), and conclusion
3. Produce a summary of the article
4. Practice integrating select quotations
5. Practice using a specific organizational pattern (block style or point by point style).
Your summary response will be graded on the following:
· Your ability to summarize the main ideas of a reading
· Your ability to formulate a thesis that shows your response
· Your ability to integrate a quote to support your thesis/response
· Your ability to use APA format to type your essay
· Your ability to find and incorporate a quote in your essay to support your thesis
· Your ability to cite the quote in APA format
· Your ability to articulate your ideas grammatically
Overview
A summary/response is a natural consequence of the reading and annotating process. In this type of essay, writers capture the controlling idea and the supporting details of a text and respond by agreeing or disagreeing and then explaining why.
The first step after active reading is writing a summary. Writing summaries is a common practice in college. They pull together the general conclusions and approaches of experts who have done research in a particular subject. Summaries should be written in your own words although you could include short quoted excerpts if you decide the author’s or speaker’s words summarize a point most precisely. Try to use pertinent quotations from the source, working them in gracefully where appropriate. Probably the best way to write a summary is ask yourself the following questions:
--What issues are described, explained or resolved in this work? --What is the controlling idea?
--What are the supporting details?
--What results or conclusions are made?
--What opinion does the author want readers to keep in mind about this topic? --What information does the author use to convince readers?
After you have written your summary, double-check to be sure that all facts you included are correct.
Summary Writing Guidelines
To move from an outline to a draft of a summary, follow these guidelines:
1. a) State the author’s name and the title of the text you’re summarizing in the first 1-2 sentences of the summary.
2. b) Express the author’s main idea in your own words in the first 1-2 sentences of the summary (no more than three words in a row from the text you’re summarizing.).
Similar to Touchstones are projects that illustrate your comprehension of the.docx (20)
One way to improve your verbal communication is to own your thoughts.docxjuliennehar
One way to improve your verbal communication is to own your thoughts and feelings.
You-language
is a way of speaking that projects responsibility onto another person and tends to be judgmental.
I-language
, on the other hand, is a way of speaking that owns responsibility and is descriptive rather than judgmental. Study the following example:
You-language statement
I-language statement
"You make me so mad!"
"I feel very angry when you interrupt me when I'm telling a story."
Complete the following two parts of your written assignment in one Word document. First, show your skill at translating You-language messages into I-language messages. Secondly, apply this skill to your own communication.
Part 1
Translate the following
You-language
statements into
I-language
messages.
Sentences to be translated:
You are so selfish.
You don't understand a word I'm saying.
You are too nosy; mind your own business.
You totally humiliated me in front of our friends.
You never help me around the house.
Part 2
Think of a You-language statement that you find yourself using when you communicate with a friend, family member, spouse, or romantic partner. Compose a paragraph that explains the situation in which you have used this You-language message. Consider how you would translate this You-language statement into an I-language message.
.
One paragraphHas your family experienced significant upward or .docxjuliennehar
One paragraph:
Has your family experienced significant upward or downward mobility over the past three or four generations? How do you think your values and behavior might differ had you experienced the opposite pattern of mobility? How might it have been different had your family been of a different ethnic or racial origin?
One para:
One of the more interesting topics of study is the area of deviance and social control. Choose a form of deviance with which you are familiar (not necessarily something you’ve done, but something someone you know did) and discuss why society views that behavior as deviant and whether perceptions of that behavior have changed over time. Explain which theory of deviance you think works best for understanding the deviant behavior you’ve chosen to discuss
.
one paragraph for each conceptoriginal workSocial Stratifica.docxjuliennehar
one paragraph for
each concept
original work
Social Stratification
What is social stratification? How is social class connected to social stratification? Summarize the four systems of stratification (provide examples of each). Which stratification system(s) is likely to be
open and/or closed
? Which systems reflect ascribed and/or achieved status? Explain.
Means of Production
For Karl Marx, what is the
means of production
and who owns the means of production (explain and give examples)? Distinguish among the bourgeoisie and the proletariat. What is their relationship to the means of production? Finally, describe and explain the following terms: class consciousness, dominant ideology and false consciousness.
Weber's Definitions of Class, Status Group & Party
Distinguish among Weber’s usage of the following terms: class, status group and party. Provide examples of each. Contrast Weber and Marx’s views of social class.
Cultural Capital
How is cultural capital linked to class differences? How is cultural capital linked to power differences? Explain. Discuss cultural capital in relation to material, social and cultural resources. How is cultural capital expressed in attire, housing, vacations, food and sport?
Note
: Review the following terms: relative poverty, absolute poverty, socioeconomic status (SES), prestige and esteem.
.
one pageExamine the importance of popular culture and technology.docxjuliennehar
one page
Examine the importance of popular culture and technology in the lives of all Americans, tracing thisgrowth since the 1870s.
Hint: There are two ways to organize the topics•Two topics: (1) popular culture and (2)
technology•Specific technologies and forms of culture•Automobiles•Movies•Electrical energy•Religion•Ethnic culturalism
.
One-half pageWhat accounts are included in the revenue cycleD.docxjuliennehar
One-half page
What accounts are included in the revenue cycle?
Discuss the U.S. Securities Exchange Commission's (SEC) criteria for revenue recognition.
How would internal controls impact your audit?
What types of tests would you utilize to test the internal controls for the revenue cycle?
.
One way chemists use to determine the molecular weight of large biom.docxjuliennehar
One way chemists use to determine the molecular weight of large biomolecules was to dissolve a small portion of the molecule into a solution and measure the omsmotic pressure.When 5.0 mg of an unknown covalent molecule is dissolved into 100mL of water at 25C the resulting increase in osmotic pressure 1.70*10^-4 atm. What is the closest result to the molecular weight of the unknown compound?
.
One page paper answering following questions. Describe the charact.docxjuliennehar
One page paper answering following questions.
Describe the characteristics of behavioral problems and the importance of reducing and preventing problems in the preschool classroom
Identify strategies for reducing and preventing behavioral problems in the preschool classroom
Describe techniques that facilitate quality care for a specific age group of young children with special needs
.
One page on Applying Platos Allegory of the Cave in the light o.docxjuliennehar
One page on Applying Plato's Allegory of the Cave in the light of the current fixation with digital media and platforms.
One page on one-page essay explaining Reid's critique of Hume's skepticism.
Plato
https://iep.utm.edu/plato/ (Links to an external site.)
Plato: The Republic: Allegory of the Cave (see Book VII)
https://iep.utm.edu/republic/
.
one page in APA format.Using the Competing Values Framework, how w.docxjuliennehar
one page in APA format.
Using the Competing Values Framework, how would you categorize the culture in your organization or an organization for which you have previously worked and was it effective? Why or why not?
What do you think is your primary ethical perspective when making decisions?
How do you think organizational culture impacts ethics and how do the ethics exhibited by an organization impact the organizational culture?
.
One more source needs to be added to the ppt. There is a 5-6 min spe.docxjuliennehar
One more source needs to be added to the ppt. There is a 5-6 min speech based on the ppt. Update the statistics and give me the article title, the name of the source where you found the statistic. All the sources have to be current, published in the last 2 years. have to put the sources on everything he mentions. All samples and the formats are attached. Mosso is his speech, needts to be reformatted..
.
One of the recent developments facing the public administration of c.docxjuliennehar
One of the recent developments facing the public administration of corrections is that there has been an increasing call by public officials and the citizenry to privatize the prison systems in the United States. Discuss the following in regard to this:
First, from the perspective of a public-sector correctional administrator, make 2 arguments for keeping the jails in public hands.
Second, from the perspective of a private-sector correctional facility manager make 2 arguments for turning the correctional system over to the private correctional industry.
Briefly discuss the types of challenges that each sector—both public and private—may face.
Are there any legal issues, either criminal or civil, that need to be addressed before privatization can occur?
Support your viewpoints from your readings and other appropriate outside sources, in APA format.
5 pages. APA formet. 5 sources cited throughout the paper. Reference page and Abstract. Please no Plagerism.
.
One of the most important functions (protocols) in a packet-switched.docxjuliennehar
One of the most important functions (protocols) in a packet-switched network is
ROUTING.
An array of routing algorithms have been invented, and many of them implemented.
With respect to routing, the Internet is composed of inter-connected regions called autonomous systems (AS). There are 2 layers of routing in the Internet: interior and exterior routing. An interior routing protocol (IRP) operates within an AS. An exterior routing protocol (ERP) operates between AS's. IRP's and ERP's have evolved. Routing protocols may have serious security vulnerabilities that could potentially be exploited by hackers. CISCO has monopolized the router market, but is facing increasing foreign competition.
Discuss routing in
the Internet and other
networks (algorithms, standards, implementations, quality-of-service, security risks, router trends, etc.) .
Answer must be atleast 300 words
.
One of the main themes of this course has been culture as an on-goin.docxjuliennehar
One of the main themes of this course has been culture as an on-going process of adoption and adaptation. Give at least two examples of adoption and adaptation in pre-modern Korea and discuss the significance of those examples for the often-expressed view that pre-modern Korean culture is simply an imitation of Chinese culture.
.
One of the main political separations that divide people today is Li.docxjuliennehar
One of the main political separations that divide people today is Liberal versus Conservative. These two sides have very distinct views on many educational issues. Based on your assigned group, listed below by last name, describe the liberal and conservative perspectives on your specific educational issue
Multiculturalism (Last name begins with A-L)
What roles have these views played in either creating or shaping current educational policy?
.
One of the very first cases that caught Freud’s attention when he wa.docxjuliennehar
One of the very first cases that caught Freud’s attention when he was starting to develop his psychoanalytic theory was that of Anna O, a patient of fellow psychiatrist Josef Breuer. Although Freud did not directly treat her, he did thoroughly analyze her case as he was fascinated by the fact that her hysteria was “cured” by Breuer. It is her case that he believes was the beginning of the psychoanalytic approach.
Through your analysis of this case, you will not only look deeper into Freud’s psychoanalytic theory but also see how Jung’s neo-psychoanalytic theory compares and contrasts with Freud’s theory.
Review the following:
The Case of Anna O.
One of the first cases that inspired Freud in the development of what would eventually become the Psychoanalytic Theory was the case of Anna O. Anna O. was actually a patient of one of Freud’s colleagues Josef Breuer. Using Breuer’s case notes, Freud was able to analyze the key facts of Anna O’s case.
Anna O. first developed her symptoms while she was taking care of her very ill father with whom she was extremely close. Some of her initial symptoms were loss of appetite to the extent of not eating, weakness, anemia, and development a severe nervous cough. Eventually she developed a severe optic headache and lost the ability to move her head, which then progressed into paralysis of both arms. Her symptoms were not solely physical as she would vacillate between a normal, mental state and a manic-type state in which she would become extremely agitated. There was even a notation of a time for which she hallucinated that the ribbons in her hair were snakes.
Toward the end of her father’s life she stopped speaking her native language of German and instead only spoke in English. A little over a year after she began taking care of her father he passed away. After his passing her symptoms grew to affect her vision, a loss of ability to focus her attention, more extreme hallucinations, and a number of suicidal attempts (Hurst, 1982).
Both Freud and Jung would acknowledge that unconscious processes are at work in this woman's problems. However, they would come to different conclusions about the origin of these problems and the method by which she should be treated.
Research Freud’s and Jung’s theories of personality using your textbook, the Internet, and the Argosy University online library resources. Based on your research, respond to the following:
Compare and contrast Freud's view of the unconscious with Jung's view and apply this case example in your explanations.
On what specific points would they agree and disagree regarding the purpose and manifestation of the unconscious in the case of Anna?
How might they each approach the treatment of Anna? What might be those specific interventions? How might Anna experience these interventions considering her history?
Write a 2–3-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A.
One of the great benefits of the Apache web server is its wide range.docxjuliennehar
One of the great benefits of the Apache web server is its wide range of OS and platform support. Apache will run on any Unix-like OS (e.g. Linux, Unix, Mac, Solaris, and Berkeley Software Distribution (BSD) and most Windows OSs).
If you could pick any OS to run Apache on, which would you pick and why?
Once you select the OS, be sure to discuss the specifics in the steps you would take to install Apache on the operating system
.
Criteria for grading
* Quality of Initial Posting
* Writing mechanics ( Spelling, Grammar, APA) and Information Literacy
.
One of the most difficult components of effective .docxjuliennehar
One of the most difficult components of effective management and leadership is uncertainty. Uncertainty exists everywhere in an organization. Each of the four functions of
management (planning, organizing, leading, and controlling) is affected by uncertainties that lie within an organization and its operations. However, many uncertainties that affect an
organization are external to the organization itself. These cannot always be controlled, but they must be planned for when possible, and adapted to when planning is not possible.
This final week contains a culmination of the concepts introduced throughout the course and is designed to help you think about future challenges involved in management.
Review previous resources as needed to prepare for your Signature Assignment.
Activity Resources:
No Activity Resource available.
Activity Description:
In a paper, discuss the following points:
1. Present an overall description of what management entails and how it is properly implemented in today’s fast paced business environment.
2. Describe and give examples of how the challenges managers face in today’s world are characterized by uncertainty, ambiguity, and sudden changes or
threats from the environment.
3. Describe the skills that are important for managers to have to be successful under these existing conditions.
4. Illustrate the qualities that are important to managers today to function under these conditions.
5. Relate the issues above to a scenario and assessment of yourself as a manager in 5 years. Include a vision of the organization you will be in and the role
you would like to play. Also include a discussion of steps you need to take to strengthen your skills to be successful in your desired managerial role.
Support your paper with minimum of five scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including older
.
One of the high points of the campaign will be a look to the future .docxjuliennehar
One of the high points of the campaign will be a look to the future of Healing Hands Hospital. Mr. Wood asks you to help the public relations committee come up with some ideas that can be used in the campaign of community education.
Create a PowerPoint presentation
(4–6 slides)
outlining some options that the future may hold for Healing Hands Hospital. Include the following information in your presentation:
Future health care trends
Technologies
Innovations
.
One of the most basic aims of human computer interaction has been sp.docxjuliennehar
One of the most basic aims of human computer interaction has been speech-recognition. The ability to talk to machines in common language, rather than through mechanical devices or artificial languages, has been a major desirable in business, education, government, and about every other field of endeavor. In the last few years, there have been enormous strides made by researchers and software engineers alike, and there are now effective products on the market that do a solid basic job. In fact, this particular text that you are now reading was entered into this course by your instructor using a voice-recognition program called Dragon Naturally Speaking. This entire paragraph was entered with only two errors that required correction.
As speech-recognition technology becomes more mature, it has been increasingly applied in many areas.
Assignment Expectations (50 points total)
After reading the course materials, prepare a paper discussing the following topics.
Discuss why HCI is important and has evolved to ensure that the needs of different kinds of users are taken into account in computer systems. Discuss the application of speech recognition as a tool for Human Computer Interaction
In this paper, please consider both current major issues in the field, and major future developments that hold promise.
Length:
Minimum 3–5 pages excluding cover page and references (since a page is about 300 words, this is approximately 900 –1,500 words).
.
One of the most common workplace communication tools is a telephon.docxjuliennehar
One of the most common workplace communication tools is a telephone. What key principles should you keep in mind when conveying a message via phone versus communicating by email? Include a clear description of phone and email etiquette in your response.
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Anderson, L., & Bolt, S. (2011).
Professionalism: Skills for workplace success
(2nd ed., Pg. 82-84). Upper Saddle River, NJ: Prentice Hall.
.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Touchstones are projects that illustrate your comprehension of the.docx
1. Touchstones are projects that illustrate your comprehension of
the course material, help you refine skills, and demonstrate
application of knowledge. You can work on a Touchstone
anytime, but you can't submit it until you have completed the
unit’s Challenges. Once you've submitted a Touchstone, it will
be graded and counted toward your final course score.
Touchstone 1.1: Engage with a Work of Research
ASSIGNMENT: For this essay, you will select one of the
articles provided below and engage in a 2-3 page summary and
response dialogue with the source. This will involve providing a
detailed summary of the source's argument and responding to
that argument with your position based on the information
provided in the source.
Article Option 1: "The Recess Debate: A Disjuncture between
Educational Policy and Scientific Research"Article Option 2:
"Sugar in School Breakfasts: A School District's
Perspective"Sample Touchstone
A. Assignment Guidelines
DIRECTIONS: Refer to the list below throughout the writing
process. Do not submit your Touchstone until it meets these
guidelines.
1. Article Summary
❒ Have you communicated the source's purpose?
❒ Have you included all of the source's main points?
❒ Have you restated the source's argument in your own words?
2. Article Response
❒ Have you provided your perspective on the source's
argument?
2. ❒ Have you used specific examples from the source to illustrate
why you either agree or disagree with the argument?
3. Reflection
❒ Have you answered all reflection questions thoughtfully and
included insights, observations, and/or examples in all
responses?
❒ Are your answers included on a separate page below the main
assignment?
B. Reflection Questions
DIRECTIONS: Below your assignment, include answers to all
of the following reflection questions.
1. What ideas originally came to mind when you first read
through the article? Did your initial response to the article
change after reading it for a second time? (3-4 sentences)
2. How does paying attention to the way you respond to a
source help you formulate your stance on a topic? (2-3
sentences)
C. Rubric
Advanced (90-100%)
Proficient (80-89%)
Acceptable (70-79%)
Needs Improvement (50-69%)
Non-Performance (0-49%)
Source Summary
Summarize the main argument of a research source.
Provides a complete and accurate summary of the article’s main
purpose and argument in the writer’s own words.
3. Provides an accurate summary of the article’s main purpose and
argument in the writer’s own words.
Provides an accurate summary, but relies too heavily on source
quotations.
Provides an incomplete summary of the article’s main purpose
and argument and/or relies too heavily on source quotations.
Does not provide a complete and accurate summary of the
article’s main purpose and argument in the writer’s own words.
Source Response
Articulate a response to the argument presented in a research
source.
Constructs a thoughtful and academically appropriate response
to the source, including samples from the source that relate to
the response.
Constructs an academically appropriate response to the source,
including samples from the source that relate to the response.
Constructs an academically appropriate response to the source,
but could include more samples from the source that relate to
the response.
Constructs a response to the source, but does not include
samples that relate to the response.
Does not construct an academically appropriate response to the
source and/or does not include samples from the source that
relate to the response.
Organization
Exhibit competent organizational writing techniques.
Includes all of the required components of a summary and
response essay, including an introduction with an engaging
summary of the source's argument, body paragraphs containing
a detailed and thoughtful response to the argument, and a
conclusion with a concluding statement.
Includes all of the required components of a summary and
response essay, including an introduction with a summary of the
source's argument, body paragraphs containing a response to the
4. argument, and a conclusion with a concluding statement.
Includes nearly all of the required components of summary and
response essay; however, one component is missing.
Includes most of the required components of a summary and
response essay, but is lacking two components; sequences ideas
and paragraphs such that the connections between ideas (within
and between paragraphs) are sometimes unclear and the reader
may have difficulty following the progression of the essay.
Lacks several or all of the components of a summary and
response essay; sequences ideas and paragraphs such that the
connections between ideas (within and between paragraphs) are
often unclear and the reader has difficulty following the
progression of the essay.
Style
Establish a consistent, informative tone and make thoughtful
stylistic choices.
Demonstrates thoughtful and effective word choices, avoids
redundancy and imprecise language, and uses a wide variety of
sentence structures.
Demonstrates effective word choices, primarily avoids
redundancy and imprecise language, and uses a variety of
sentence structures.
Demonstrates generally effective style choices, but may include
occasional redundancies, imprecise language, poor word choice,
and/or repetitive sentence structures.
Frequently includes poor word choices, redundancies, imprecise
language, and/or repetitive sentence structures.
Consistently demonstrates poor word choices, redundancies,
imprecise language, and/or repetitive sentence structures.
Conventions
Follow conventions for standard written English.
There are only a few, if any, negligible errors in grammar,
punctuation, spelling, capitalization, formatting, and usage.
There are occasional minor errors in grammar, punctuation,
5. spelling, capitalization, formatting, and usage.
There are some significant errors in grammar, punctuation,
spelling, capitalization, formatting, and usage.
There are frequent significant errors in grammar, punctuation,
spelling, capitalization, formatting, and usage.
There are consistent significant errors in grammar, punctuation,
spelling, capitalization, formatting, and usage.
Reflection
Answer reflection questions thoroughly and thoughtfully.
Demonstrates thoughtful reflection; consistently includes
insights, observations, and/or examples in all responses,
following or exceeding response length guidelines.
Demonstrates thoughtful reflection; includes multiple insights,
observations, and/or examples, following response length
guidelines.
Primarily demonstrates thoughtful reflection, but some
responses are lacking in detail or insight; primarily follows
response length guidelines.
Shows limited reflection; the majority of responses are lacking
in detail or insight, with some questions left unanswered or
falling short of response length guidelines.
No reflection responses are present.
D. Requirements
The following requirements must be met for your submission to
be graded:
· Composition must be 2-3 pages (approximately 500-750
words).
· Double-space the composition and use one-inch margins.
· Use a readable 12-point font.
· All writing must be appropriate for an academic context.
6. · Composition must be original and written for this assignment.
· Plagiarism of any kind is strictly prohibited.
· Submission must include your name, the name of the course,
the date, and the title of your composition.
· Include all of the assignment components in a single file.
· Acceptable file formats include .doc, .docx, and .pdf.
E. Additional Resources
The following resources will be helpful to you as you work on
this assignment:
1. Purdue Online Writing Lab's APA Formatting and Style
Guide
. This site includes a comprehensive overview of APA style, as
well as individual pages with guidelines for specific citation
types.
a. Frequently Asked Questions About APA Style
. This page on the official APA website addresses common
questions related to APA formatting. The "References,"
"Punctuation," and "Grammar and Writing Style" sections will
be the most useful to your work in this course.
a. APA Style: Quick Answers—References
. This page on the official APA Style website provides
numerous examples of reference list formatting for various
source types.
HeadSize,BrainWeight,Gender,Smarter
4512,1530,M,0
3738,1297,F,0
4261,1335,F,0
14. however, abundant
and clear evidence that recess has beneficial effects on
children’s social competence
and academic performance. The author tells how his interest in
standardized tests
led him to years of recess study, compares recess survey
findings in the United
States to those in the United Kingdom, and summarizes the
benefits of recess for
school performance.
Recess has been part of the school day for as long as we can
remem-
ber. Typically, most people have considered what children do
during recess
as merely “playful.” Adults usually regard it as a break from the
serious work
of the day—reading, writing, and arithmetic—while kids often
say, perhaps
only half-jokingly, that it is their favorite time. Because what
goes on at recess
does not appear serious, some claim it interferes with the
“educational” mis-
sion of schools. This perception has led many districts to
question the need
for recess.
Since I explored this trend in considerable detail three years
ago in Recess:
Its Role in Education and Development, recess has remained
under attack in
both the United States and the United Kingdom. The debate
over recess began
around the same time (the early 1980s) in both countries and
revolves around
similar issues in both places. The onslaughts against recess
persist today, even
15. in the face of significant research supporting its educational
value, a lack of
research supporting a contrary view, and a rising awareness of
the importance
of play in general. Thus, it is useful to look anew at the
arguments for and
against recess and to be reminded of what the evidence does and
does not
show.
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The Argument against Recess
Breaks during the school day, like breaks from work on the
factory assembly
lines, have existed for nearly as long as each of those
institutions has existed.
Indeed, the rationale for breaks in both is very similar: after a
reasonable amount
of work, you need a break, if for no other reason than it may
help you to be
more productive. If you have never worked on an assembly line
or do not
remember your primary school days, perhaps you can remember
driving on a
long trip. You probably recall that the longer you drove the less
attentive (and
less safe) you became. If you pulled over for a rest or a break,
you were more
attentive (and safer) after you started again. This explains why
16. many states
have laws governing the length of time truckers and airline
pilots can drive or
fly without a break.
This rather simple but powerful and widely understood benefit
of breaks
has not deterred a group, generally comprised of school
administrators, from
reducing recess time or eliminating recess all together from the
school day. The
reasons these “no nonsense” school superintendents and
principals, as well as
many politicians, most often give are twofold. First, they claim
that recess is a
waste of valuable time that could be more profitably used for
instruction. Sec-
ond, they claim that during recess kids get bullied and that on
the playground
they learn aggression.
Politicians and school administrators often use the first
argument—recess
is a waste of instructional time—to demonstrate that they “mean
business” in
making schools more effective. A number of years ago, then
Atlanta Public
Schools superintendent Benjamin Canada and I discussed the
role of recess in
schools on the Good Morning America TV show. I was touted as
the “expert” on
recess, whereas Canada had made national news for proudly
eliminating recess
in Atlanta schools and replacing it with physical education. He
claimed that
by eliminating recess from the whole school system he had
raised achievement
scores. Recess, he said, was a waste of time, and kids did not
17. learn by “hanging on
monkey bars.” They could just as easily “blow off steam” in
physical education
while at the same time learning useful skills. When pressed by
both me and the
TV host for evidence of how achievement had gone up as a
result of eliminating
recess, Canada did not provide supporting data, and to my
knowledge no one
has ever presented data to uphold such a claim.
The evidence is exactly the opposite of Canada’s claims. As I
shall summa-
rize below, in numerous controlled experiments children’s
attention to school
AMJP 01_2 text.indd 182 9/8/08 4:07:24 PM
tasks decreased the longer they were deprived of a break and,
correspondingly,
children were significantly more attentive after recess than
before. It is very
much like taking a break on a long highway trip.
Contrary to popular belief, physical education classes do not
provide such
a benefit. In 2001, the Council on Physical Education for
Children, a national
organization of physical education teachers, denounced the idea
of replacing
recess with physical education, although the council had a
vested interested
in promoting physical education. As the council members would
surely agree,
physical education—like other instructional disciplines—
rightfully imposes
18. rigorous demands on children and adolescents so as to stretch
their skills.
Therefore, it seems clear, the demands of a physical education
class do not
constitute a break.
The second argument—that during recess, especially
playground recess,
kids get bullied—also has flaws. It is true that kids get bullied
on playgrounds,
but they get bullied in cafeterias, too, and in hallways, in
bathrooms, in locker
rooms, just about anywhere with little or no adult supervision.
Even so, the
base rate of aggression on playgrounds is incredibly low.
Specifically, of all the
behaviors observed on preschool and primary school
playgrounds in many
countries, physical and verbal aggression account for less than 2
percent of the
total (Pellegrini 1995; Smith and Connolly 1980).
The fact that rates of aggression are low at recess does not
mean there are
no incidents that damage kids. Aggressive behavior can be
intense even when
its rates of occurrence are low, and where there is intense
aggression, people get
hurt. However, adult supervision of recess periods, like adult
supervision of the
cafeteria and the hallways between classes, has a potent effect
on dampening
aggression (Pellegrini 2002).
Contrary to the negative-behavior argument, recess remains one
of the only
times during the school day when children have time and
opportunities to interact
with their peers on their own terms. Through interaction at
19. recess, children learn
social skills, such as how to cooperate and compromise and how
to inhibit ag-
gression. Eliminating or reducing recess destroys these learning
opportunities.
Why Study Recess? One Researcher’s Journey
Before examining the research in favor of recess, I should note
how I came
to it. As an academic psychologist, I should be concerned with
the ways in
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184 A m E R I C A N J O u R N A L O F P L A Y • F a l
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which children learn and develop in school. Studying recess and
how children
become socially competent seems a more legitimate venue for
an educational
psychologist. However, having investigated the role of
children’s play in their
social and cognitive development for many years, especially
play fighting (Pel-
legrini and Smith 1998; Pellegrini 2002, 2003) and the games of
boys and girls
on school playgrounds (Pellegrini et al. 2002), the study of
recess seemed a
logical extension.
My interest in school recess was really piqued by the debate
20. over the role
of recess in Georgia in the early 1990s (well before Benjamin
Canada’s claims
on Good Morning America) and the simultaneous use of
standardized tests
as the sole criterion for the promotion of children from
kindergarten to first
grade. As part of this—in my view, very questionable—venture,
there was talk
of eliminating recess so kids could spend more time on the
“important skills”
necessary to pass the tests. The argument went like this: test
scores are declining,
and so given the limited number of hours in the school day, it
makes sense to
eliminate or minimize a practice that is trivial at best and, in
any case, antitheti-
cal to more serious educational enterprise.
My first reaction to the testing question was disbelief. We have
known for
decades that kindergarteners are unreliable test takers (Messick
1983). Kids tend
not to perform consistently across time. For example, they could
score in the
99th percentile on Tuesday, but if they retook the very same test
on Wednesday,
they could score in the 65th percentile. If they took it a third
time on Thursday,
they could score in the 99th percentile again. The different
scores could be
due to something as simple as a swing in motivation related to a
change in the
testing environment. (I observed this particular example in my
own daughter’s
experience.)
Because children are unreliable test takers, it is important for
21. educators to
use a number of different assessment strategies. Tests can and
should be used,
but in conjunction with other measures, such as attendance,
grades, teacher
evaluations, and observations of behavioral competence. When
all of these
things are aggregated, we get a more valid picture (Cronbach
1971).
When the testing question arose in Georgia, I had been
studying rough and
tumble play on the school playground during recess for several
years. As part
of this research I had access to test scores from kindergarten
through at least
first grade. I knew that what kids did on the playground
required pretty high
levels of social cognitive competence, and I knew that kids were
motivated to
implement those skills on the playground because they enjoyed
interacting with
AMJP 01_2 text.indd 184 9/8/08 4:07:24 PM
their peers. So I wondered if what kindergarten children did on
the playground
could be a valid predictor of their first-grade achievement, as
measured by a
standardized test. That is, does kindergarten playground
behavior predict first-
grade test scores, even after we control statistically for
academic achievement
in kindergarten? In essence, I wanted to know if there was
predictive academic
22. value in what kindergarteners did at recess, beyond that
information provided
in their kindergarten academic achievement, as measured by a
standardized
test score. How much did recess activities tell us, beyond test
scores, about how
well kindergarteners would do in first grade?
My hypothesis was that the recess behavior would tell us a
great deal. After
all, when kids are on the playground they are typically
interacting with their
peers, and to do so takes some pretty sophisticated skills. For
example, to play
cooperatively with their peers, children have to be able and
willing to see things
from the perspectives of their peers, use compromise to resolve
conflicts, follow
the rules of play and games, and use language to negotiate all of
this. Indeed, we
know that the types of language kids use to negotiate conflicts
and compromise
are very similar to the language of school instruction (Heath
1983) and the
language of literacy (Pellegrini and Galda 1982).
Further, when kids manipulate and build with playground
materials and
when they play games—such as tag—with their peers, they are
motivated to
marshal their social cognitive resources. Children generally like
to interact
with their peers at recess, so they try their best to initiate and
sustain play.
For instance, one may have to compromise (share a toy or a
turn) in order to
continue to play with one’s best friend. One typically does this
because one is
23. motivated to do so, perhaps more so than to perform on an
achievement test.
Tests, at least for most young kids, are not very motivating.
These kindergarten behavioral measures that I developed and
adminis-
tered did indeed predict first-grade achievement, beyond the
kindergarten test
scores. That is, these playground behaviors were correlated with
first-grade test
scores, even after kindergarten test scores were statistically
controlled. This
reinforces the notion that multiple measures should be used in
“high-stakes”
assessments.
In an effort to change policy in the state of Georgia, my friend
and colleague
Carl Glickman and I wrote articles for such publications as the
Atlanta Journal
Constitution and Principal to publicize our finding to the
general public and
educators of young children. Afterward, testing policies
changed in Georgia, but
efforts to minimize or eliminate recess continued to grow, both
in the United
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States and the United Kingdom, where I was also conducting
research. Policy
24. makers, teachers, parents, newspapers, and radio and television
stations in both
countries began contacting me and asking about recess.
The Reduction of Recess in the united States
and the united Kingdom
An important barometer of prevailing perceptions of the
importance of recess
is the way in which recess time has eroded across the last
fifteen years. One of
the first surveys of recess in the United States was conducted in
1989 by the
National Association of Elementary School Principals (NAESP),
which kindly
sent me their findings. The survey went to school
superintendents in all fifty
states and the District of Columbia. Responses were received
from forty-seven
states and showed that recess existed, in some form, in 90
percent of all school
districts. Generally, individual schools (87 percent of those
reporting) set re-
cess policy. Consequently, there was significant variation both
within school
districts and within states. Ninety-six percent of the schools
with recess had it
once or twice per day. In 75 percent of the schools with recess,
it lasted fifteen
to twenty minutes. The survey did not report what form that
recess took or
whether organized physical education was counted as recess.
Indeed, about
one-half of the districts with recess had “structured” times.
Regarding recess supervision, the survey indicated that
teachers assumed
25. responsibility in 50 percent of the cases and teachers’ aides in
36 percent. Among
the aides, 86 percent had no formal training for supervision.
This is not a trivial
finding. A well-trained supervisor can both support the positive
social interac-
tions of children and guard against aggression and bullying.
Ten years later, the U.S. Department of Education surveyed
recess in kin-
dergarten. According to a summary provided to the author by
Ithel Jones, As-
sociate Professor of Early Childhood Education at Florida State
University, 71
percent of surveyed kindergartens reported having a daily recess
period; 14.6
percent had recess three to four times per week; 6.7 percent had
recess one to
two times per week; and 7.7 percent had no recess. Regarding
the duration of
recess, 27 percent had thirty minutes; 67 percent had sixteen to
thirty minutes;
and 6 percent had less than fifteen minutes. Children attending
private kinder-
gartens were twice as likely to have recess as children attending
public schools:
48.3 percent vs. 22.2 percent.
AMJP 01_2 text.indd 186 9/8/08 4:07:24 PM
While a direct comparison with the 1989 survey is not possible,
there are
some interesting points to consider. Most interesting is that in
kindergarten only
70 percent of the children had daily recess. If there is one grade
26. where we would
assume that all children would have recess daily, it would be
kindergarten.
In the late 1990s, British psychologist Peter Blatchford and
colleagues (Blatch-
ford and Sumpner 1998) conducted a national survey of recess
(called “break
time” in England) in primary and secondary schools across the
United Kingdom.
Their 60 percent return rate produced a sample of 6 percent of
all English schools.
Importantly, recess in the United Kingdom is uniform compared
to recess in the
United States. In the United Kingdom, schools have a morning,
lunch, and after-
noon break. The Blatchford survey showed that while students
across all grades
had breaks, the duration decreased with age. Children in infant
school (five to
seven years of age) had ninety-three minutes; children in junior
school (seven to
eleven years of age) had eighty-three minutes; and children in
secondary school
(eleven to sixteen years of age) had seventy-seven minutes.
Clearly, English chil-
dren had much more recess than their American counterparts,
and the duration
of the periods seemed more sensitive to the maturity of the
students.
There is, however, a movement against recess in the United
Kingdom as
well. The issues propelling this movement are very similar to
those in the United
States and have been very evident in the media. There, too,
pressure has resulted
in a reduction in break time. Within the five-year period from
27. 1990–1991 to
1995–1996, 38 percent and 35 percent, respectively, of junior
and secondary
schools reduced the lunch break. Among infant schools, 26
percent reduced
the lunch break and 12 percent eliminated the afternoon break.
Twenty-seven
percent of the junior schools and 14 percent of the secondary
schools eliminated
the afternoon break.
One would think that such drastic change should be directed by
empirical
support, but, no, on the contrary, research supports keeping
recess in schools.
Benefits of Recess for School Performance
There are two main arguments for the continued presence of
recess in pri-
mary schools. The first is evidence of how learning benefits
from “distributed
practice” (like the example of taking a break during highway
driving noted
earlier), which recess affords. The second concerns the
development of cogni-
tive efficiency and how recess may especially facilitate learning
in younger and
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28. cognitively immature children. Both of these arguments propose
that benefits
associated with recess are immediate, that is, they occur almost
simultaneously
with the recess behaviors themselves.
Massed vs. distributed practice
We have known for many years (e.g., Ebinghaus 1885; James
1901) that children
learn better and more quickly when their efforts toward a task
are distributed
rather than concentrated or when they are given breaks during
tasks (Hunter
1929). As psychologist Frank Dempster pointed out (1988), the
positive effects
of distributed effort have been seen specifically in the ways
children learn how
to conduct numerous school-like tasks, such as mastering
native- and foreign-
language vocabularies, text materials, and math facts.
Laboratory studies have
yielded reliable and robust findings, documenting the efficacy
of task spacing
on learning. Indeed, the theory has been supported by research
with humans
across the life span and with a variety of other animals.
Classroom studies have been less frequent, and generally the
results less
supportive of the theory. Factors associated with the nature of a
task (e.g., simple
vs. complex) seem to influence the effects of distributed
practice on classroom
learning. However, when the nature of the criterion variable is
changed from
material learned to attention to the task at hand, the results of
29. the classroom
research match those of the laboratory. Spacing of tasks may
make them less
boring and correspondingly facilitate attention. Attention to a
task, in turn,
may be important to subsequent learning (Dempster 1988).
Given the positive effects of distributed practice on children’s
attention to
school tasks, it seems puzzling that it has not been more readily
used in class-
rooms. One possibility, as suggested by Dempster (1988), is
that the complicated
contingencies of running a school may not readily accommodate
the added
complexities of a distributed practice regimen. The solution to
this conundrum
is simple—use a well-established school institution, recess.
Recess provides a
break between school tasks, thus distributing practice.
Developmental differences in cognitive efficiency
Psychologist David F. Bjorklund and I have suggested
previously (Pellegrini
and Bjorklund 1997), based on Bjorklund’s theory of “cognitive
immaturity”
(Bjorklund and Green 1992), that the facilitative effects of
breaks between peri-
ods of intense work should be greater for younger than for older
children. From
our position, young children do not process most information as
effectively
AMJP 01_2 text.indd 188 9/8/08 4:07:25 PM
30. as older children. The immaturity of their nervous systems and
their lack of
experiences render them unable to perform higher-level
cognitive tasks with the
same efficiency as older children and adults, and this directly
influences their
educability. As a result, young children are especially
susceptible to the effects
of interference and should experience the greatest gains from
breaks between
focused intellectual activities, which recess provides.
Evidence in support of this hypothesis can be found in the
literature on
memory and cognitive inhibition. Research using a wide range
of tasks has
shown that children are increasingly able, as they get older, to
inhibit task-ir-
relevant thoughts and to resist interference from task-irrelevant
stimuli, and
that such skills contribute significantly to overall cognitive
functioning (e.g.,
Bjorklund and Harnishfeger 1990). Inhibition abilities have
been proposed to
play a significant role in attention, permitting children to focus
on task-relevant
information and not to be distracted by task-irrelevant,
peripheral information.
Such abilities have also been proposed to be of central
importance to functional
working-memory capacity. Young children have a difficult time
keeping extra-
neous information from entering short-term store. As a result,
their working
memories are often cluttered with irrelevant information,
leaving less mental
space for task-relevant information or for the execution of
31. cognitive strategies
(Bjorklund and Harnishfeger 1990).
From this perspective, there may be a general increase in
interference when
children perform a series of highly focused tasks, regardless of
the nature of
those tasks. Although one would predict that changing from one
type of focused
activity to another would yield some cognitive benefit, children
(especially
young children) may experience a continued buildup of
interference with re-
peated performance of even different highly focused tasks, and
thus experi-
ence greater benefit from a drastic change in activity, such as is
afforded by
recess. This is consistent with the evidence that younger
children may require
a greater change in activity or stimulus materials before they
experience a re-
lease from interference (e.g., Pellegrini and Bjorklund 1996).
This should make
school learning particularly difficult for young elementary
school children, and
opportunities to engage in non-focused, nonintellectual
activities should af-
ford them the needed respite to re-energize their nervous
systems so that they
can continue to learn in school. Consistent with this reasoning,
recess periods
across the school day should minimize cognitive interference.
Importantly,
instructional regimens, such as physical education, would not
serve the same
purpose.
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Conclusion
Some devalue recess because they assume it to be—as they
assume play in
young children to be—a waste of time, time that could be
otherwise more ef-
ficiently spent. There is no theory or empirical evidence to
support this point
of view. The counter-argument, that recess is good, is backed by
a large body
of theory and empirical research. Those who advocate the
elimination of recess
should present sound theoretical and empirical support for their
arguments
or give them up and recognize the abundant and clear evidence
that recess
has beneficial effects on children’s social competence and
academic perfor-
mance.
References
Bjorklund, David F. 1978. Negative transfer in children’s recall
of categorized materials.
Journal of Experimental Child Psychology 26:299–307.
———. 2004, first published 1989. Children’s thinking:
33. Developmental function and
individual differences. 4th ed.
Bjorklund, David F., and Brandi L. Green. 1992. The adaptive
nature of cognitive im-
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schools. British Educational Research Journal 24:79–94.
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———. 2005. Recess: Its role in education and development.
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place of recess in school:
Issues in the role of recess in children’s education and
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———. 1997. The role of recess in children’s cognitive
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Journal of Applied Research on Children: Informing Policy for
Children at Risk
Volume 6
Issue 2 Nutrition and Food Insecurity
Article 7
2015
Sugar In School Breakfasts: A School District's
Perspective
Jennifer G. Lengyel MS, RDN, LD
Houston Independent School District, [email protected]
Nan Cramer RDN, LD
Houston Independent School District, [email protected]
Amanda Oceguera MS, RDN, LD
Houston Independent School District, [email protected]
Lana Pigao MA
Houston Independent School District, [email protected]
Houston Independent School District, Nutrition Services
Department
Follow this and additional works at:
37. http://digitalcommons.library.tmc.edu/childrenatrisk
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open access by CHILDREN AT RISK at [email protected] Texas
Medical Center. It has a "cc by-nc-nd" Creative Commons
license"
(Attribution Non-Commercial No Derivatives) For more
information,
please contact [email protected]
Recommended Citation
Lengyel, Jennifer G. MS, RDN, LD; Cramer, Nan RDN, LD;
Oceguera, Amanda MS, RDN, LD; Pigao, Lana MA; and
Houston
Independent School District, Nutrition Services Department
(2015) "Sugar In School Breakfasts: A School District's
Perspective,"
Journal of Applied Research on Children: Informing Policy for
Children at Risk: Vol. 6: Iss. 2, Article 7.
Available at:
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39. with student acceptability is an incredible feat. We are
consistently trying
to provide meals that students will consume while enjoying the
health
benefits.
A recent series of emails and phone calls from parents
concerned
about the sugar content of Houston ISD’s school breakfasts
revealed that
a new issue had risen to the surface. Some parents were
counting the
grams of sugar in our breakfast menus and reported that they
believed
there was too much sugar to be healthy for children. This
prompted us to
look closely at the sugar content of our breakfast items and the
source of
the sugar.
Houston ISD, along with all school districts participating in the
National School Lunch and School Breakfast Program, follows a
strict set
of regulations set forth by the U.S. Department of Agriculture
(USDA)
under the Healthy Hunger Free Kids Act (HHFKA) of 2010.
This Act put in
place a new set of nutrition standards and meal patterns for
school
breakfast and lunch in response to the growing epidemic of
childhood
obesity in the U.S. The nutrition standards limit calories,
saturated fat,
and sodium, and ban artificial trans-fat in school meals (see
Table 1).
HHFKA also made a significant change to the breakfast meal
pattern by
40. increasing the fruit minimum from a half cup to one cup and
having no
requirement for the protein rich meat/meat alternate food group.
Additionally, although we have consciously decided not to place
specific
sweet items on our breakfast menu, the sugar content of our
breakfasts is
being scrutinized. Ironically, the federal standards do not
address the
sugar content in school breakfasts. Whether this is an
oversight or the
authors of the law intentionally did not limit sugar, the result is
the same:
breakfast meals that are higher in sugar because of the
requirement of
one cup of fruit, 1 cup of milk (both which have natural sugar).
Furthermore, restrictions on fat and the lack of requirement for
protein
foods result in carbohydrates, including natural sugar, as the
main source
of calories. Herein, we would like to provide the perspective of
a school
food service organization concerning sugar in breakfast, and
present the
1
Lengyel et al.: Sugar In School Breakfasts: A School District's
Perspective
Published by [email protected] Texas Medical Center, 2015
challenges and efforts made to provide students with healthy,
well-
41. balanced school breakfasts.
National school lunch program and the school breakfast
program
background and history
In an effort to describe our viewpoint about the sugar content of
our
breakfast menus, it is important to provide the reader with the
context of
the school meal programs history and purpose. School meal
nutrition
standards, which were initially put in place to assure adequate
nutrition for
an underfed population of children, have been adapted through
the years
to meet the current standards that aim to address an overfed, yet
undernourished, population of children.
In the early part of the 20th century, individual cities and states
had
enacted various versions of a school lunch program to improve
nutrition
and feed needy children. Due to a limit in state and local funds,
the federal
government stepped in, and in 1946, the 79th legislature enacted
the
National School Lunch Act. The purpose of the Act was “to
safeguard the
health and well-being of the Nation’s children and…assist the
States, in
providing an adequate expansion of nonprofit school lunch
programs.”1
Lunches served by schools participating in the school lunch
program were
required to meet minimum nutritional requirements prescribed
42. by the
Secretary [of Agriculture] on the basis of tested nutritional
research."1 The
aim of these meal patterns was to provide school-aged children
with one-
third of their daily nutrient requirements. As dietary
recommendations
evolved with the expansion of nutrition research, various
changes were
made to the school lunch meal requirements during the
subsequent 63
years leading up to the Healthy Hunger Free Kids Act in 2010.
The School Breakfast Program began in 1966 as a pilot-grant
program to provide assistance serving breakfast to nutritionally
needy
children. By 1975, the program was permanently authorized by
congress.
The breakfast meal pattern was designed to provide one-quarter
of the
daily nutrient requirements of school-aged children.
Healthy Hunger Free Kids Act of 2010 and USDA Breakfast
Meal
Pattern
The current Healthy Hunger Free Kids Act (HHFKA) nutrition
standards
are based on the 2010 U.S. Dietary Guidelines and
recommendations
made by the Institute of Medicine. The guidelines recommend a
balance
of calories and physical activity, increased intake of fruits and
vegetables,
2
43. Journal of Applied Research on Children: Informing Policy for
Children at Risk, Vol. 6 [2015], Iss. 2, Art. 7
http://digitalcommons.library.tmc.edu/childrenatrisk/vol6/iss2/7
whole grains, low fat and fat-free dairy, and a reduction in
saturated fats,
trans fats, sodium, cholesterol and sugar.2 In addressing sugar
in the
diet, the U.S. Dietary Guidelines recommend the reduction of
added sugar
and sugar sweetened beverages without quantifying a
recommended
amount of total sugar per day. The guidelines point out that a
reduction of
added sugars would lower calories without compromising the
nutritional
quality of the diet. The HHFKA breakfast and lunch nutrition
standards
generally follow the U.S. Dietary Guidelines but fail to address
added
sugar in foods. Table 1 outlines the USDA meal pattern and
nutrition
guidelines for school breakfast.3
The USDA has strived to improve student health and reduce
childhood obesity through HHFKA in 2010; however, there have
been
numerous challenges in implementing those changes. For
example, the
recent enforcement of the additional breakfast requirements and
how it
affects the sugar content in school breakfasts. The current
44. breakfast meal
pattern requires a minimum of one full cup of fruit, one full cup
of milk, and
one ounce whole grain offered each day. In addition, there must
be a
minimum of four items available for students to select, and
three must be
chosen, at least one of which is a fruit or vegetable, in order for
the cost of
that meal to be reimbursed by the federal government. The
breakfast
items are cumulatively analyzed on a daily and weekly basis to
also
ensure that the menu is meeting calorie requirements, saturated
fat, and
sodium restrictions (see Table 1). Of note, there are no
requirements for
meat or meat alternates in the USDA breakfast meal pattern,
meaning that
fruit, milk, and grains that provide calories mainly through
carbohydrates,
are the predominate foods at school breakfast. These regulations
can
greatly affect the breakfast menus, and in regards to the sugar
content,
can make it challenging for a school district to minimize added
sugar due
to calorie minimums, the inability to distinguish added vs.
natural sugar,
budget constraints, availability and variety of breakfast items,
and many
other factors described herein.
45. 3
Lengyel et al.: Sugar In School Breakfasts: A School District's
Perspective
Published by [email protected] Texas Medical Center, 2015
Table 1 Summary of Current USDA Breakfast Meal Pattern
Requirements
Houston ISD Nutrition Services Breakfast Program and
Challenges in
Minimizing Sugar Content
Feeding a population of students, 80% of which are from
economically
disadvantaged homes, is a significant responsibility. Many of
our students
receive the majority of their nutrient intake from school meals.
Students
may receive up to three meals and a snack each day at school.
The
Houston ISD menus are developed through a collaboration of
dietitians,
chefs, cost analyst, operations, and production teams.
Breakfast is especially important in providing nutrition and
improving academic performance, according to research cited
by the Food
Research and Action Center.4 In an effort to improve access to
breakfast
46. at Houston ISD, in 2009 we began implementation of a program
called
First Class Breakfast that offers free breakfast to all students at
all of our
schools. Currently, we serve more than 118,000 students each
morning.
Serving breakfast in the classroom ensures students have the
opportunity
to eat breakfast if they did not eat at home. Often parents and
school
buses drop off students just before the bell rings, making it
impossible for
students to eat a traditional school breakfast in the cafeteria. In
addition,
most of the cafeterias are not designed to accommodate service
to the
entire student body in a single breakfast period. Serving
breakfast in the
classroom also removes the stigma that school breakfast is
exclusively for
economically disadvantaged students. Regardless of the
roadblocks, we
Components
Amount
Per Week
Amount per
day
Amount
Per Week
47. Amount
per day
Amount
Per Week
Amount
per day
Fruit 5 cups 1 cup 5 cups 1 cup 5 cups 1 cup
Grains (ounce eq) 7oz 1oz 8 oz 1oz 9oz 1oz
Meat/Meat Alt.* 0 0 0 0 0 0
Milk 5 cups 1 cup 5 cups 1 cup 5 cups 1 cup
Calories (min-max)
Sodium (maximum)**
Saturated Fat (% of
calories)
Trans Fat Nutrition label or manuf acturer specif ications must
indicate zero grams of trans f at per serving
<10% <10% <10%
USDA Breakfast Meal Pattern
48. * 1oz meat/meat alternate can count toward 1oz grain once daily
mimimum grain requirement is met.
K - 5 6-8 9-12
350-500 kcal 400-550 450-650
540mg 600mg 570mg
** 2014/2015 school year sodium levels. Sodium maximums
will have further reductions in 2017/2018
school year and again in 2022/2023 school year.
4
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make every effort to provide one of the most important “school
supplies”
children need to be successful in school and beyond.
Table 2 Sample HISD Breakfast Menu
There are two different methods of breakfast service in Houston
ISD schools in accordance with USDA regulations: straight
serve and offer
vs. serve. With the straight serve method, students must take
all foods on
the menu. With the offer vs. serve method, students are only
49. required to
take three food items, one of which must be a ½ cup of fruit.
This means
that they do not need to take both fruits offered, nor are they
required to
take the milk. Adding up all of the grams of sugar on our entire
breakfast
menu does not give the correct amount of sugar that students
would
consume in most cases because the students might not select all
of the
items offered. An example would be if the menu offered
pancakes, cereal
bar, banana, apple juice and milk. A student could select the
pancakes,
banana and milk only. Or he/she could choose the cereal bar,
banana
and apple juice, etc. Offer vs. serve method helps to reduce
waste in the
Week 1
Monday
Oatmeal Bar
18g sugar, 270 calories
Dried Cranberrries
24g sugar, 110 calories
Fruit Juice Blend
14g sugar, 60 calories
50. Milk
12g sugar, 100 calories
Average sugar: 53 grams
Average Calories: 482
Week 2
Monday
Texas Cinnamon Toast
8g sugar, 146 calories
Apple Slices
6g sugar, 30 calories
Fruit Juice Blend
14g sugar, 60 calories
Milk
12g sugar, 100 calories
Average sugar: 50.2 grams
Average Calories: 475
Current Straight Serve Menus (K-5)
FridayThursdayWednesdayTuesday
Apple,
54. Raisins
22g sugar, 113 calories
Fruit Juice Blend
14g sugar, 60 calories
Apple
15.5g sugar, 77 calories
Fruit Juice Blend
14g sugar, 60 calories
Fruit Juice Blend
14g sugar, K 60 calories
5
Lengyel et al.: Sugar In School Breakfasts: A School District's
Perspective
Published by [email protected] Texas Medical Center, 2015
Average Sugar: 44.77 grams
Average Calories: 409
Average Sugar: 43.09 grams
Average Calories: 419
55. Current Offer Vs. Serve Menu
Week 1 Week 2
breakfast programs by allowing students the option to select
what food
they want to eat.
The grams of sugar and calories in the offer vs. serve menu
reflect
the averages of the foods the students actually choose. As
apparent from
Table 3, the straight serve menu contains more sugar and
calories than
the offer vs. serve menu since students are taking all the menu
items. It is
important to note that for both methods of service the total
average
calories and grams of sugar are based on what the students
received for
breakfast, not what they actually consumed. Only a series of
tray waste
studies would allow us to determine actual sugar intake among
our
students.
Table 3 Calorie and Sugar Weekly Averages for Breakfast
As mentioned
previously, the USDA
breakfast meal pattern
requires fruit, milk, and
whole grain to be offered
56. at each breakfast; all are sources of carbohydrates. Federal
regulations
for the school breakfast program set a range of minimum and
maximum
number of calories allowed for a Kindergarten-5th grade
breakfast at 350-
500 calories. The Institute of Medicine recommends 45% of
calories
come from carbohydrate. In that case, the breakfast would have
about 56
grams of carbohydrate. Unfortunately, the federal guidelines
for breakfast
result in a breakfast meal that has a higher percentage of
calories coming
from carbohydrate and potentially in the form of sugar.
It is important to mention that the other sources of calories in a
meal are protein and fat, but according to the HHFKA Nutrition
Standards,
there is no requirement for protein in school breakfast and many
of the
breakfast items offered are required to be low in fat, such as the
milk.
However, schools may substitute meat/meat alternatives for
grain
components after the minimum daily grains requirement is met.
Due to
the lack in requirement for meat/meat alternate items and the
typical
higher cost of these items, meat/meat alternates are not offered
daily. If
offered, they are usually categorized as a grain component in
order to
meet the breakfast meal pattern daily minimums. This results in
school
breakfast menus that are missing a considerate amount of
57. protein and
calories from protein (4 kcal/g) and potentially contain higher
amounts of
carbohydrates and sugars.
6
Journal of Applied Research on Children: Informing Policy for
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Cumulatively, carbohydrate sources can contribute to the sugar
content at breakfast, however, it is important to note the two
different
types of sugar: natural and added. According to the Dietary
Guidelines for
Americans, natural sugars are those found in whole foods like
fluid milk
and milk products (lactose) and fruit (fructose); sugars that are
added to
foods for preservation, processing, or palatability purposes are
called
“added sugars.” In one school breakfast meal, an average of
37g of total
sugar is attributed to natural sugars found in milk and fruit
alone. Based
on the current information available and data from Table 3, we
can
estimate 6-16 g of sugar in our menus is derived from added
sugar.
However, currently the accuracy of the estimated total grams of
added
sugar cannot be verified due to a lack in label differentiation
58. between the
two types of sugar.
Image 1. FDA Proposed Label
One of the significant
challenges in controlling the
sugar content at breakfast is the
ability to analyze the amount of
total added sugar in a menu and
in individual breakfast items. The
U.S. Dietary Guidelines
recommend that a person
consume no more than 10% of
calories from added sugar.
However, most nutrition fact
labels for foods do not distinguish
natural vs. added sugar; it
appears only as “sugar” that
includes both added and naturally
occurring. Currently, the FDA is
proposing a new label to solve
this issue by requiring
manufacturers to list the amount
of sugar added during the production process and therefore
differentiate
the two types of sugar (see Image 1)5. In the interim, a lack of
nutrition
facts label information makes it difficult to distinguish natural
from added
sugars, and therefore a challenge to reduce total added sugar in
school
breakfast, despite Houston ISD Nutrition Services’ efforts (see
Table 2 for
menu example).
59. 7
Lengyel et al.: Sugar In School Breakfasts: A School District's
Perspective
Published by [email protected] Texas Medical Center, 2015
The USDA School Breakfast Program requirements changed in
2014, increasing fruit servings to a full cup for breakfast. Due
to this
requirement change we have added juice since many fruits such
as a
whole banana, equals only half a cup of fruit; instead of giving
students
two bananas we offer one banana and ½ a cup of juice to meet
the
requirement. Each half-cup of fruit adds 10 to 15 grams of sugar
to the
breakfast meal. We offer dried fruit one to two times a week on
high
school menus for variety and due to high acceptability, adding
22-24
grams in mostly added sugar.
When serving more than 118,000 breakfasts per day with a less
than one-dollar budget per breakfast, providing nutritious
student accepted
items while meeting federal requirements can be arduous. The
additional
fruit offering results in an additional cost that then takes away
from the
amount that can be spent on higher quality or more expensive
breakfast
60. items. For example, on average most fresh fruit items cost
$0.20 for ½
cup, then because 1 cup of fruit must be offered at breakfast,
fruit alone
can contribute to 50% or more of the total food cost for the
entire breakfast
meal. Often, lower cost fruit juice is served to meet the fruit
requirement,
maintain cost constraints, and provide variety to the fruit
offerings.
In addition, fruit accessibility and diversity has been a
challenge.
With the increase in required daily fruit offerings at breakfast in
combination with years of drought and environmental issues,
many school
districts, especially large districts including Houston ISD, have
experienced numerous produce shortages and resulted in a lack
of
selection. We prefer to serve fresh fruit, however we are
limited on the
variety of whole fruit on the breakfast menu due to our limited
budget and
narrowed vendor availability. While we do sometimes get fruits
from the
USDA Foods Commodity program to assist with the cost, we
only have
them available on a limited basis. In addition, principals have
requested
that certain fruits, such as whole oranges, not be served in the
classrooms
for breakfast because they are messy, further limiting the
variety of fruit.
In many cases, there have been whole fruits that were planned
to be
served on the breakfast menu but due to crop shortages,
61. inclement
weather patterns or price fluctuations, those fruits had to be
replaced with
canned, dried or juice alternatives. These alternatives can be
more easily
available or affordable, but at the same time less nutrient dense
and/or
contain more added sugar for food preservation purposes,
functional
attributes, and palatability. These barriers combined restrict
accessibility
and increase budgetary constraints, which unfortunately makes
fresh fruit
a limited commodity.
8
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Houston ISD Nutrition Services’ Efforts to Reduce Sugar
Content in
Breakfast
With 80% of the Houston ISD population being economically
disadvantaged, it is important to us that students consume the
food in
school in order to get key nutrients they may not be getting
outside of
school. Albeit at times, there can be many challenges to
creating healthy
62. school breakfast meals, Houston ISD Nutrition Services is
aware of
elevated sugar content and has been making efforts to reduce
sugar
levels in school breakfasts. Chocolate milk is not offered at
breakfast;
only skim or low-fat milk is available. Also, we do not offer
breakfast
sweet rolls or pastries with icing or excessive added sugar,
including
pastry tarts, cinnamon rolls, donuts, honey buns, etc. We serve
whole-
grain rich versions of grain items that are lower in sugar, such
as reduced-
sugar breakfast cereals. Many of the breakfast products that we
purchase
are actually lower in fat, sodium, and sugar and higher in fiber
and
complex carbohydrates than their commercial equivalent. We
are required
to serve whole grains, low fat proteins, low sodium and we
strive to serve
low sugar products. For example, the Cinnamon Toast Crunch
cereal we
serve at Houston ISD is whole grain and lower in sugar than the
regular
version sold in a grocery store. However, our students are
familiar with
this product so the consumption rate is high. These efforts aid
in balancing
food flavors with student acceptance so that students are
consuming the
breakfast items because “it’s not nutrition if they don’t eat it”
according to
Registered Dietitian, Dayle Hayes.
63. Furthermore, Houston ISD Nutrition Services is continually
meeting
with manufacturers to discuss removing unnecessary additives
from their
ingredients and improve their products. Many of the
manufacturers have
responded by eliminating additives such as Mono Sodium
Glutamate. We
will continue to collaborate with manufacturers and push for
reformulation
of products to reduce added sugar levels in breakfast items.
Additionally, Houston ISD Nutrition Services makes efforts to
control the ingredients in school food by producing in-house,
semi-
homemade items in our state-of-the-art centralized food
production facility.
Our research and development chefs and production team create
items
such as whole-grain-rich beef kolaches, sweet potato spice and
apple
muffins, and chicken biscuits. With scratch made production
items, we
can include whole grain, complex carbohydrates and techniques
such as
using vegetables like sweet potatoes or whole fruits like apples
and
blueberries, to add flavor and nutrition to our recipes instead of
added
sugar.
9
Lengyel et al.: Sugar In School Breakfasts: A School District's
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64. Published by [email protected] Texas Medical Center, 2015
We recognize that whole fruit has more nutritional benefits and
fiber
than fruit juice and less added sugar than dried fruit so when
possible,
fresh fruit appears on the breakfast menus. Houston ISD
Nutrition
Services has made great strides to build relationships with
produce
vendors and implement processes to aid in procuring more
whole fruits
and increasing the variety of options offered. We have also
begun to
participate in programs such as Harvest of the Month and Farm-
to-School
in which there is a focus on local and seasonal purchasing and
nutrition
education of fruits and vegetables. These programs have
allowed us to
increase locally sourced produce, educate students and
encourage
consumption of fresh fruits. In addition to these efforts,
Nutrition Services
will be reducing the number of days that juice is offered and
dried
cranberries will be removed from the elementary menu to
further reduce
sugar content.
As mentioned previously, there is no USDA requirement for
protein,
meat or meat alternates. Nutrition Services has committed to
increasing
65. the meat and meat alternates to replace grain products when
possible by
adding items to the menu such as cheese toast, sausage biscuit,
breakfast taco, breakfast egg sandwich, etc. This will aid in
achieving
adequate calories and protein without adding carbohydrates or
added
sugar.
In an effort to reduce food waste, most of our schools serve
breakfast using the “offer vs. serve” method. Since this type of
service
does not require students to take all items, it helps to reduce
overall food
waste. Also, throughout the school year, we have conducted
informal
plate waste studies and taste tests to verify that items are not
only healthy
but also accepted and consumed by students. We plan to
continue these
techniques and are currently in the process of formulating a
more
standardized procedure that will further aid in our ability to
create and
menu different breakfast items with less added sugar while
reducing food
waste.
School food service is not just about putting food on a tray.
Houston ISD Nutrition Services recognizes the importance of
serving
school meals to students and the opportunities that lie in
shaping their
eating behaviors and life-long health. School food is a conduit
for nutrition
education and is the reason we make every effort to incorporate
66. nutrition
messaging into the school cafeteria and beyond. Our nutrition
education
and community outreach dietitians work with our culinary team
to reach
out to students and communities to educate on why we serve
nutritious
foods.
10
Journal of Applied Research on Children: Informing Policy for
Children at Risk, Vol. 6 [2015], Iss. 2, Art. 7
http://digitalcommons.library.tmc.edu/childrenatrisk/vol6/iss2/7
Conclusion
School nutrition programs follow the strict guidelines set forth
by the
USDA and within that framework of the meal pattern and the
nutrition
guidelines is a limit to how much the sugar content at breakfast
can be
decreased. In the solutions outlined above, we strive to reduce
added
sugars while operating a program within our budgetary
constraints and
with menu items that the students will consume. Our breakfasts
provide
nutrition for growing bodies and fuel for the minds of our
students so that
they can achieve their academic potential and therefore require
67. special
consideration and attention.
If the public and parents desire more reduction in the sugar
content
of breakfast, seeking policy changes at the federal level would
be
required. These changes could be to require meat/meat
alternates,
reduction in fruit requirement, and an increase in funding to
include more
protein items and higher quality products. Parents can impact
the nutrition
standards by providing feedback during USDA public comment
periods for
the School Breakfast Program and voicing opinions to local,
state, and
federal policy makers. Changes in the Nutrition Facts Labels to
distinguish added sugars would also aid in our selection of food
items with
less added sugar for our menus. New labeling could also drive
the food
industry to reformulate items with less added sugar and develop
new
savory products with higher protein, adequate calories, and
lower sugar
content. We will continue to listen to our communities
concerns and to
seek solutions in order to serve students the most nutritious
breakfast
meals.
68. 11
Lengyel et al.: Sugar In School Breakfasts: A School District's
Perspective
Published by [email protected] Texas Medical Center, 2015
References:
1. Public Law 79-396; Stat. 231 Congress, June 4, 1946.
2. 2010 Dietary Guidelines. Office of Disease Prevention and
Health
Promotion, Office of the Assistant Secretary for Health, Office
of the
Secretary, and U.S. Department of Health and Human Services
website. http://health.gov/dietaryguidelines/2010/ . Published
December 2010. Updated December 7, 2015. Accessed October
1, 2015.
3. Nutrition Standards for School Meals: New Meal Patterns and
Dietary Specifications. USDA Food and Nutrition Service
website.
69. http://www.fns.usda.gov/school-meals/nutrition-standards-
school-
meals . Published January 2012. Updated August 11, 2015.
Accessed October 5, 2015.
4. School Meals and School Wellness Publications: Breakfast
for
Learning Brief. Food Research and Action Center website.
http://frac.org/wp-
content/uploads/2009/09/breakfastforlearning.pdf
Published Spring 2014. Accessed October 5, 2015.
5. Proposed Changes to the Nutrition Facts Label. U.S. Food
and Drug
Administration website.
http://www.fda.gov/Food/GuidanceRegulation/GuidanceDocume
nts
RegulatoryInformation/LabelingNutrition/ucm385663.htm
Updated October 23, 2015. Accessed October 2, 2015.
12
Journal of Applied Research on Children: Informing Policy for
Children at Risk, Vol. 6 [2015], Iss. 2, Art. 7
http://digitalcommons.library.tmc.edu/childrenatrisk/vol6/iss2/7
71. Working thesis statement: For ethical and environmental
reasons, people should limit their
beef consumption, and the beef that they do eat should be
humanely raised, locally sourced, and
grass-fed.
Detailed Outline
I. Working Thesis in Introduction: For ethical and
environmental reasons, people should
limit their beef consumption, and the beef that they do eat
should be humanely raised,
locally sourced, and grass-fed.
A. Hook with description statistics on beef consumption.
B. Introduce two concerns: humane treatment, environment
Source: Davis and Lin on statistics on beef consumption in the
U.S.
II. Ethical Issues
Comment [SL1]: Hi Logan! This is a very good
research question. It is relevant, debatable,and
is adequately focused for a paper of this
length.
Comment [SL2]: This is a very well-constructed
thesis statement.You take a very clear stance on
the issue, indicating how you plan to argue one
aspect of the research question.
72. Sophia Pathways for College Credit – English
Composition II
SAMPLE TOUCHSTONE ANDSCORING
A. Animals feel pain
B. CAFOs (Concentrated Animal Feeding Operations)
C. Inhumane treatment of domesticated cattle
Source 1: Grandin and Smith, paragraph 2
Source 2: Pollan on ethical conflicts, paragraphs 32 and 40
III. Environmental Issues
A. Mono-cropping: feed for cattle and transport
B. Manure: contamination, transport, ground water
C. Antibiotics: rise in antibiotic resistant bacteria
Source 1: Lappe on mono-cropping com/soy and production,
page 22
Source 2: Sager on manure issues, paragraph 7
Source 3: Palmer on antibiotics, paragraph 12
IV. Health Benefits of Grass-Fed
A. Higher in vitamins A and E and contains half the saturated
fat and more omega-3
73. fatty acids, all of which fight cancer and heart disease
B. Cows are healthier, so their meat is healthier to consume.
C. Note that organic is a separate category.
Source 1: Ruechel on health benefits, page 235
Source 2: Sager on organic note, paragraphs 10-15
V. Environmental Benefits of Grass-Fed Beef
A. Local production is better for the climate
B. Forage is better for the climate than corn/soy
C. Some meat consumption is good for the planet.
Comment [SL3]: Good. You are indicating which
sources you plan to use in support of your
discussion and highlighting the specific part of
the source which will be used here. This helps
you to find exactly what you need when you are
writing your final paper. Well done.
Comment [SL4]: Your argument is progressing
in a very logical manner so far.
Sophia Pathways for College Credit – English
Composition II
SAMPLE TOUCHSTONE ANDSCORING
Source 1: Lappe on climate change, page 11
74. Source 2: Pollan on local and diverse, end of article
VI. Counterargument
A. Rainforest razing in South America – increases carbon
dioxide in the atmosphere
and depletes the ozone layer
B. Travel distance from S. America & Australia is
environmentally negative –
depends on fossil fuels
Source 1: Brown and Funk, and Sage, on issues w/grass-fed
cattle in the
developing world.
Source 2: Pollan (and possibly Lappe) on “season” for beef
VII. Conclusion
A. Grass-fed is better on both ethical and environmental
grounds, but the real answer
is to eat less beef overall.
B. Emphasizing respect for animals solves ethical dilemmas
Source 1: Pollan on eating less and the ethics of being choosy,
paragraph 82
Reflection Questions
75. 1) Learning to conduct research is important because it is a skill
you will use both in
academia and in your professional life. It improves critical
thinking and empowers
you to find information for yourself. Consider the process of
researching as a whole.
What was the most challenging aspect of the process for you?
(2-3 sentences)
Comment [SL5]: Good. It is important to
present the counter-arguments in order to
establish a balanced perspective on the issue.
Comment [SL6]: Excellent. This summarizes the
main points you have made throughout your
essay and ties the discussion back to your thesis
statement.
Sophia Pathways for College Credit – English
Composition II
SAMPLE TOUCHSTONE ANDSCORING
One of the most challenging aspects of researching for me was
how much time it took to
find all of the different types of sources for this paper. It was
also very difficult to assess
each source and determine whether the information it provided
was credible and useful
76. for my essay. I really thought this would only take an hour or
two, but it ended up being a
much more involved process. Now I know that if you want to
really learn about an issue,
it takes more than a quick web search for information!
2) The working thesis statement is a proposed answer to your
research question. It
should clearly identify a debatable topic and take a position on
one side of that topic.
Analyze the effectiveness of your working thesis statement.
My working thesis statement is one sentence that presents one
side of a relevant and
debatable argument. In addition, I tried to be as specific as I
could. Instead of simply
saying “People should not eat beef” I stated that it was for
ethical and environmental
reasons. I offered an alternative for what should be done if
people would not avoid beef
completely. I really tried to explain why this issue was
important and discuss what could
be done to improve the situation.
3) A detailed outline is an effective tool for laying out the
progression of an
77. argument. It allows you to consider the arrangement and
organization of your ideas,
as well as choose places to incorporate outside source materials.
Review your
detailed outline and summarize the argument you've presented.
I start by laying out the ethical issues and inhumane treatment
of mass-produced cattle
and discuss the environmental concerns of feeding and
transporting cattle. I then switch
Sophia Pathways for College Credit – English
Composition II
SAMPLE TOUCHSTONE ANDSCORING
to discussing the health and environmental benefits of grass-fed,
humanely raised beef.
The counterargument outlines a few issues that still exist with
grass-fed beef and the
conclusion reiterates that eating grass-fed beef is better but
eating less beef is the more
environmentally friendly option. I think that the argument
progresses logically in this
way and I think that the information I provided in my
introduction and conclusion will be
78. very helpful in introducing and summarizing the topic.
4) You will use the same topic on three of the remaining
Touchstones in this course.
What kind of feedback would be helpful for you? What are
specific questions you
might have as you go deeper into the research process?
I’m pretty confident in the information I provided, but I would
like additional insight into
the structure of my essay. I think that my outline is clear, but I
am not sure if it will make
as much sense to someone who is not as familiar with the topic.
I would also like some
guidance on my use of formatting. I tried my best to use APA
guidelines, but I’m not as
familiar with these Comment [SL7]: You’ve done a really
greatjob
with thesethings. It can be difficult to strike
the
right balance in providing enough information in
the bibliography and outline, but you have
summarized the sources well and your outline
clearly shows how you plan to develop your
topic. Yourformatting is also very precise and
adheres to all the conventional guidelines. Very
well done!
79. Sophia Pathways for College Credit – English
Composition II
SAMPLE TOUCHSTONE ANDSCORING
Touchstone 1 Rubric and Feedback
Rubric
Category
Feedback Score
(acceptable, needs
improvement etc.)
Research
Question
Your research question is very precise and
represents a relevant and debatable topic.
8/10
Working Thesis
Your working thesis is also very clear and you
clearly state which side of the issue you plan to
take.
9/10
80. Detailed Outline Your outline is clearly labeled and
demonstrates
the logical progression of your argument. You
have provided sufficient notes so that the reader
can easily see how you plan to use each source
to support the discussion in each section. You
also include all of the required components.
14/15
Style
Your tone is consistent and informative.
5/5
Conventions Your use of English conventions is consistent.
5/5
Reflection You thoroughly answer all questions and provide
insights, observations, and examples in your
responses.
5/5
Overall Score and Feedback: 46/50